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篇1

1.1課程內容完善了土木工程專(zhuan)業(ye)建筑學知識(shi)的(de)內容體系

土木工程(cheng)(cheng)專業的(de)(de)(de)建(jian)(jian)筑(zhu)(zhu)(zhu)(zhu)方(fang)案(an)設(she)(she)(she)計(ji)(ji)(ji)課(ke)(ke)(ke)程(cheng)(cheng)是在房屋建(jian)(jian)筑(zhu)(zhu)(zhu)(zhu)學(xue)(xue)課(ke)(ke)(ke)程(cheng)(cheng)基礎上(shang)，講解(jie)現行建(jian)(jian)筑(zhu)(zhu)(zhu)(zhu)設(she)(she)(she)計(ji)(ji)(ji)規(gui)范、不同(tong)類型建(jian)(jian)筑(zhu)(zhu)(zhu)(zhu)設(she)(she)(she)計(ji)(ji)(ji)原理和(he)設(she)(she)(she)計(ji)(ji)(ji)方(fang)法，通過具體的(de)(de)(de)設(she)(she)(she)計(ji)(ji)(ji)專題，培養學(xue)(xue)生(sheng)(sheng)正確的(de)(de)(de)設(she)(she)(she)計(ji)(ji)(ji)思(si)維，更好地(di)掌握(wo)建(jian)(jian)筑(zhu)(zhu)(zhu)(zhu)工程(cheng)(cheng)的(de)(de)(de)設(she)(she)(she)計(ji)(ji)(ji)方(fang)法。雖然土木工程(cheng)(cheng)專業房屋建(jian)(jian)筑(zhu)(zhu)(zhu)(zhu)學(xue)(xue)課(ke)(ke)(ke)程(cheng)(cheng)包(bao)含了關于建(jian)(jian)筑(zhu)(zhu)(zhu)(zhu)設(she)(she)(she)計(ji)(ji)(ji)的(de)(de)(de)知識(shi)，但內(nei)容只有4學(xue)(xue)時，而(er)畢(bi)業設(she)(she)(she)計(ji)(ji)(ji)環(huan)節(jie)中涉及建(jian)(jian)筑(zhu)(zhu)(zhu)(zhu)設(she)(she)(she)計(ji)(ji)(ji)的(de)(de)(de)環(huan)節(jie)為4-5周。如果沒有建(jian)(jian)筑(zhu)(zhu)(zhu)(zhu)方(fang)案(an)設(she)(she)(she)計(ji)(ji)(ji)課(ke)(ke)(ke)程(cheng)(cheng)的(de)(de)(de)內(nei)容對房屋建(jian)(jian)筑(zhu)(zhu)(zhu)(zhu)學(xue)(xue)課(ke)(ke)(ke)程(cheng)(cheng)中的(de)(de)(de)設(she)(she)(she)計(ji)(ji)(ji)知識(shi)做進(jin)一(yi)步(bu)的(de)(de)(de)深(shen)化和(he)完善，那么學(xue)(xue)生(sheng)(sheng)將(jiang)嚴(yan)重缺乏(fa)建(jian)(jian)筑(zhu)(zhu)(zhu)(zhu)設(she)(she)(she)計(ji)(ji)(ji)方(fang)面的(de)(de)(de)知識(shi)，從(cong)(cong)而(er)影響畢(bi)業設(she)(she)(she)計(ji)(ji)(ji)的(de)(de)(de)進(jin)度和(he)質量。因此(ci)，開設(she)(she)(she)建(jian)(jian)筑(zhu)(zhu)(zhu)(zhu)方(fang)案(an)設(she)(she)(she)計(ji)(ji)(ji)課(ke)(ke)(ke)程(cheng)(cheng)，從(cong)(cong)課(ke)(ke)(ke)程(cheng)(cheng)內(nei)容上(shang)完善了土木工程(cheng)(cheng)專業建(jian)(jian)筑(zhu)(zhu)(zhu)(zhu)學(xue)(xue)知識(shi)的(de)(de)(de)內(nei)容體系。

1.2課程(cheng)設置保證了(le)土木工(gong)程(cheng)專業建筑學類課程(cheng)之間(jian)的關聯性(xing)和延續性(xing)

目前，土(tu)木工(gong)程(cheng)(cheng)(cheng)(cheng)專業(ye)開設的(de)建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)學(xue)(xue)類(lei)的(de)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)有建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)制(zhi)圖、房屋建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)學(xue)(xue)、計(ji)算(suan)(suan)機(ji)輔助設計(ji)、建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)美(mei)術(shu)等課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)。這些(xie)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)的(de)開設較為獨(du)立(li)，彼此(ci)之(zhi)間缺乏(fa)關(guan)聯性(xing)(xing),缺少過(guo)渡(du)和(he)呼應。建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)方(fang)(fang)(fang)案設計(ji)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)的(de)開設可(ke)以(yi)將這些(xie)建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)類(lei)的(de)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)統(tong)籌和(he)協(xie)調起來(lai)，加(jia)(jia)強課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)之(zhi)間的(de)相互聯系。通過(guo)學(xue)(xue)習建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)制(zhi)圖和(he)房屋建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)學(xue)(xue)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)，學(xue)(xue)生(sheng)掌握(wo)了建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)制(zhi)圖的(de)標準(zhun)和(he)要求、建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)細部的(de)構造(zao)要求及淺略的(de)建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)設計(ji)知識。在此(ci)基礎上，開設建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)方(fang)(fang)(fang)案設計(ji)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)，通過(guo)講解(jie)理(li)(li)(li)論性(xing)(xing)的(de)設計(ji)原理(li)(li)(li)和(he)方(fang)(fang)(fang)法、進(jin)行具體題目的(de)實踐設計(ji)，可(ke)以(yi)進(jin)一步讓學(xue)(xue)生(sheng)開拓視野、掌握(wo)正確的(de)設計(ji)方(fang)(fang)(fang)法，能夠獨(du)立(li)地分析、解(jie)決(jue)設計(ji)問題。在建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)方(fang)(fang)(fang)案設計(ji)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)之(zhi)后(hou)開設計(ji)算(suan)(suan)機(ji)輔助設計(ji)和(he)建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)美(mei)術(shu)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)，可(ke)以(yi)有助于學(xue)(xue)生(sheng)運用建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)美(mei)學(xue)(xue)原理(li)(li)(li)強化建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)平、立(li)面設計(ji)，并通過(guo)計(ji)算(suan)(suan)機(ji)技術(shu)準(zhun)確的(de)將設計(ji)方(fang)(fang)(fang)案轉化為二維(wei)或三維(wei)圖形，形成更直觀(guan)的(de)建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)表(biao)達效果，加(jia)(jia)強學(xue)(xue)生(sheng)對空間的(de)理(li)(li)(li)解(jie)和(he)組合(he)能力(li)。因此(ci)，開設建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)方(fang)(fang)(fang)案設計(ji)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)，有助于加(jia)(jia)強土(tu)木工(gong)程(cheng)(cheng)(cheng)(cheng)專業(ye)建(jian)(jian)(jian)(jian)(jian)筑(zhu)(zhu)學(xue)(xue)類(lei)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)之(zhi)間的(de)關(guan)聯性(xing)(xing)和(he)延續性(xing)(xing)。

1.3課程開設(she)有(you)助(zhu)于土木工程專(zhuan)業應用型高素質復合(he)型人才的培(pei)養

在(zai)工程(cheng)(cheng)設(she)(she)(she)計(ji)(ji)領(ling)域，建(jian)筑、結(jie)構(gou)和設(she)(she)(she)備是(shi)緊(jin)密結(jie)合(he)的(de)(de)(de)三(san)個(ge)部(bu)分，建(jian)筑設(she)(she)(she)計(ji)(ji)控制著(zhu)建(jian)筑室內(nei)外空(kong)間的(de)(de)(de)舒適度(du)和建(jian)筑外立(li)面的(de)(de)(de)藝術(shu)效果，結(jie)構(gou)設(she)(she)(she)計(ji)(ji)在(zai)此基礎(chu)上(shang)實(shi)現(xian)建(jian)筑的(de)(de)(de)安全和穩定，設(she)(she)(she)備從水、電、空(kong)調(diao)三(san)個(ge)方(fang)面來實(shi)現(xian)建(jian)筑使用(yong)(yong)的(de)(de)(de)舒適度(du)。這(zhe)三(san)個(ge)部(bu)分合(he)作的(de)(de)(de)好壞決定了(le)建(jian)筑設(she)(she)(she)計(ji)(ji)成果的(de)(de)(de)優(you)劣(lie)，因(yin)此作為土(tu)木工程(cheng)(cheng)專(zhuan)業的(de)(de)(de)學生應(ying)當(dang)掌握(wo)建(jian)筑設(she)(she)(she)計(ji)(ji)和設(she)(she)(she)備設(she)(she)(she)計(ji)(ji)的(de)(de)(de)知識，以實(shi)現(xian)三(san)方(fang)在(zai)實(shi)施工程(cheng)(cheng)項(xiang)目時能合(he)作共(gong)贏。當(dang)前，建(jian)筑行業的(de)(de)(de)競爭日益激烈，在(zai)這(zhe)種(zhong)大趨勢下(xia)，更加迫切要(yao)求土(tu)木工程(cheng)(cheng)專(zhuan)業的(de)(de)(de)學生掌握(wo)相關的(de)(de)(de)建(jian)筑設(she)(she)(she)計(ji)(ji)知識，適應(ying)社會的(de)(de)(de)需求。因(yin)此，開(kai)設(she)(she)(she)建(jian)筑方(fang)案設(she)(she)(she)計(ji)(ji)課程(cheng)(cheng)有助于拓寬(kuan)和提高學生的(de)(de)(de)知識面和理論素(su)(su)養，有助于培(pei)養應(ying)用(yong)(yong)型高素(su)(su)質復合(he)型人才(cai)。

2建筑方案設(she)計課程在教學過程中出現(xian)的問(wen)題

1）、老師在(zai)(zai)(zai)上課過(guo)程中的(de)理論課時(shi)偏(pian)多(duo)，造成(cheng)了學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)實(shi)(shi)踐(jian)設(she)(she)(she)計(ji)(ji)課時(shi)偏(pian)少，從而無法實(shi)(shi)現老師一對一的(de)輔導學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)，師生(sheng)(sheng)(sheng)(sheng)之(zhi)間(jian)(jian)(jian)(jian)的(de)交流(liu)偏(pian)少，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)學(xue)(xue)(xue)習較為被動。同(tong)時(shi)，在(zai)(zai)(zai)實(shi)(shi)踐(jian)課時(shi)中，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)之(zhi)間(jian)(jian)(jian)(jian)的(de)相互交流(liu)也較少，很多(duo)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)都是(shi)悶(men)著頭自己(ji)做(zuo)。2）、學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)在(zai)(zai)(zai)實(shi)(shi)踐(jian)設(she)(she)(she)計(ji)(ji)中，不善于查閱資料，缺(que)少分析問(wen)題(ti)、解決問(wen)題(ti)能(neng)力。例如在(zai)(zai)(zai)設(she)(she)(she)計(ji)(ji)過(guo)程中，任務書中只(zhi)(zhi)規(gui)定(ding)(ding)了每(mei)種(zhong)房(fang)間(jian)(jian)(jian)(jian)的(de)面積(ji)，房(fang)間(jian)(jian)(jian)(jian)具體的(de)開間(jian)(jian)(jian)(jian)和進(jin)深尺寸(cun)要由(you)(you)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)確(que)定(ding)(ding)。很多(duo)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)在(zai)(zai)(zai)確(que)定(ding)(ding)房(fang)間(jian)(jian)(jian)(jian)開間(jian)(jian)(jian)(jian)和進(jin)深尺寸(cun)時(shi)，不考慮房(fang)間(jian)(jian)(jian)(jian)的(de)使(shi)用(yong)功(gong)能(neng)，只(zhi)(zhi)憑空想隨(sui)意確(que)定(ding)(ding)，最后設(she)(she)(she)計(ji)(ji)出來(lai)的(de)房(fang)間(jian)(jian)(jian)(jian)完(wan)全無法滿足使(shi)用(yong)功(gong)能(neng)的(de)要求(qiu)。其實(shi)(shi)只(zhi)(zhi)要學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)站在(zai)(zai)(zai)使(shi)用(yong)者的(de)角度去考慮房(fang)間(jian)(jian)(jian)(jian)的(de)使(shi)用(yong)對尺寸(cun)的(de)要求(qiu)，并(bing)查閱相關的(de)設(she)(she)(she)計(ji)(ji)規(gui)范或建(jian)(jian)筑設(she)(she)(she)計(ji)(ji)資料集(ji)，都能(neng)夠確(que)定(ding)(ding)較為合適的(de)尺寸(cun)。3）、學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)在(zai)(zai)(zai)進(jin)行建(jian)(jian)筑設(she)(she)(she)計(ji)(ji)時(shi)偏(pian)重(zhong)建(jian)(jian)筑平(ping)面設(she)(she)(she)計(ji)(ji)，忽(hu)略(lve)立(li)(li)面設(she)(she)(she)計(ji)(ji)。在(zai)(zai)(zai)設(she)(she)(she)計(ji)(ji)過(guo)程中，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)往(wang)往(wang)花費大(da)量的(de)時(shi)間(jian)(jian)(jian)(jian)進(jin)行建(jian)(jian)筑平(ping)面的(de)設(she)(she)(she)計(ji)(ji)，導致沒有太多(duo)時(shi)間(jian)(jian)(jian)(jian)進(jin)行建(jian)(jian)筑立(li)(li)面的(de)設(she)(she)(she)計(ji)(ji)。同(tong)時(shi)，由(you)(you)于缺(que)少一定(ding)(ding)的(de)建(jian)(jian)筑美(mei)學(xue)(xue)(xue)基礎，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)設(she)(she)(she)計(ji)(ji)出來(lai)的(de)建(jian)(jian)筑立(li)(li)面比較簡單、呆(dai)板(ban)。最終(zhong)出來(lai)的(de)圖紙往(wang)往(wang)是(shi)平(ping)面設(she)(she)(she)計(ji)(ji)達(da)到了深度要求(qiu)，立(li)(li)面只(zhi)(zhi)是(shi)在(zai)(zai)(zai)平(ping)面的(de)基礎上生(sheng)(sheng)(sheng)(sheng)成(cheng)的(de)，毫無美(mei)感可言。

3建筑方案設計課程的教學(xue)改革措施

3.1轉變(bian)教(jiao)(jiao)學思路(lu)和(he)教(jiao)(jiao)學形式，重新定位老師和(he)學生(sheng)在(zai)教(jiao)(jiao)學中(zhong)的角色。

土木工程(cheng)專(zhuan)(zhuan)(zhuan)業的(de)(de)(de)(de)(de)建(jian)筑方(fang)案設(she)(she)計課程(cheng)應該由(you)(you)傳統的(de)(de)(de)(de)(de)以老(lao)(lao)(lao)師為(wei)主(zhu)(zhu)體的(de)(de)(de)(de)(de)偏重理(li)論(lun)(lun)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)(de)思(si)路(lu)轉變(bian)(bian)為(wei)以學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)為(wei)主(zhu)(zhu)體、老(lao)(lao)(lao)師為(wei)主(zhu)(zhu)導、以實踐(jian)設(she)(she)計為(wei)主(zhu)(zhu)線、理(li)論(lun)(lun)與實踐(jian)相結合的(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)思(si)路(lu)。教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)形(xing)式由(you)(you)以老(lao)(lao)(lao)師集(ji)中的(de)(de)(de)(de)(de)理(li)論(lun)(lun)授(shou)課為(wei)主(zhu)(zhu)的(de)(de)(de)(de)(de)轉變(bian)(bian)為(wei)以學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)進行多個(ge)專(zhuan)(zhuan)(zhuan)題(ti)(ti)的(de)(de)(de)(de)(de)實踐(jian)設(she)(she)計為(wei)主(zhu)(zhu)要(yao)內容，理(li)論(lun)(lun)知(zhi)識(shi)的(de)(de)(de)(de)(de)講授(shou)穿插(cha)在(zai)(zai)各個(ge)設(she)(she)計專(zhuan)(zhuan)(zhuan)題(ti)(ti)中。在(zai)(zai)新的(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)思(si)路(lu)和(he)(he)(he)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)形(xing)式下，老(lao)(lao)(lao)師角色(se)由(you)(you)傳統的(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)主(zhu)(zhu)體轉變(bian)(bian)為(wei)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)設(she)(she)計過程(cheng)中的(de)(de)(de)(de)(de)協助者(zhe)、引(yin)導者(zhe)，在(zai)(zai)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)完成各個(ge)設(she)(she)計專(zhuan)(zhuan)(zhuan)題(ti)(ti)的(de)(de)(de)(de)(de)過程(cheng)中一(yi)對一(yi)的(de)(de)(de)(de)(de)輔導學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)，針對不同(tong)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)出現(xian)的(de)(de)(de)(de)(de)不同(tong)問(wen)題(ti)(ti)做具體的(de)(de)(de)(de)(de)指導，啟(qi)發(fa)和(he)(he)(he)引(yin)導學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)獨立(li)地解決(jue)問(wen)題(ti)(ti)；學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)角色(se)由(you)(you)傳統的(de)(de)(de)(de)(de)知(zhi)識(shi)被(bei)動(dong)接受者(zhe)轉變(bian)(bian)為(wei)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)中的(de)(de)(de)(de)(de)主(zhu)(zhu)體，能夠主(zhu)(zhu)動(dong)地根據老(lao)(lao)(lao)師下達的(de)(de)(de)(de)(de)設(she)(she)計任(ren)務書，查閱相關資(zi)料(liao)、制定設(she)(she)計進度(du)安排(pai)，并進行實踐(jian)設(she)(she)計，最終(zhong)完成專(zhuan)(zhuan)(zhuan)題(ti)(ti)設(she)(she)計的(de)(de)(de)(de)(de)任(ren)務。在(zai)(zai)整個(ge)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)過程(cheng)中，老(lao)(lao)(lao)師和(he)(he)(he)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)關系是(shi)平等(deng)的(de)(de)(de)(de)(de)，老(lao)(lao)(lao)師和(he)(he)(he)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)共同(tong)研(yan)究學(xue)(xue)(xue)(xue)(xue)習，一(yi)起合作解決(jue)問(wen)題(ti)(ti)。

3.2采(cai)取啟發式(shi)(shi)、案例式(shi)(shi)的(de)教(jiao)學方法，拓展學生的(de)思維

土木(mu)工程專業的(de)(de)建筑(zhu)方(fang)案(an)設(she)(she)計(ji)(ji)(ji)(ji)課程中(zhong)理論教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)部分(fen)可(ke)采取啟發(fa)(fa)(fa)(fa)式、案(an)例式的(de)(de)教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)方(fang)法(fa)，來(lai)拓展(zhan)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)思(si)維，提高(gao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)發(fa)(fa)(fa)(fa)現問(wen)題(ti)、分(fen)析(xi)(xi)問(wen)題(ti)的(de)(de)能(neng)力。啟發(fa)(fa)(fa)(fa)式的(de)(de)教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)方(fang)法(fa)主(zhu)(zhu)(zhu)要是通(tong)(tong)(tong)過(guo)(guo)老師引導(dao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)發(fa)(fa)(fa)(fa)現并把握設(she)(she)計(ji)(ji)(ji)(ji)中(zhong)的(de)(de)主(zhu)(zhu)(zhu)要矛盾，選擇可(ke)行(xing)的(de)(de)解決(jue)方(fang)法(fa)，尋找設(she)(she)計(ji)(ji)(ji)(ji)的(de)(de)切(qie)入點。通(tong)(tong)(tong)過(guo)(guo)啟發(fa)(fa)(fa)(fa)式的(de)(de)教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)方(fang)法(fa)，可(ke)以(yi)充分(fen)調動學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)主(zhu)(zhu)(zhu)觀能(neng)動性(xing)，發(fa)(fa)(fa)(fa)揮學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)創造力，啟發(fa)(fa)(fa)(fa)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)從(cong)(cong)不同(tong)角度(du)思(si)考(kao)、分(fen)析(xi)(xi)、對(dui)比(bi)不同(tong)方(fang)案(an)的(de)(de)優劣(lie)，為提高(gao)設(she)(she)計(ji)(ji)(ji)(ji)能(neng)力打下基礎。參觀加實(shi)例分(fen)析(xi)(xi)的(de)(de)案(an)例式的(de)(de)教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)方(fang)法(fa)可(ke)以(yi)加深學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)對(dui)設(she)(she)計(ji)(ji)(ji)(ji)專題(ti)相(xiang)關知識的(de)(de)印(yin)象。老師通(tong)(tong)(tong)過(guo)(guo)方(fang)案(an)圖(tu)片介紹多個(ge)相(xiang)關建筑(zhu)設(she)(she)計(ji)(ji)(ji)(ji)實(shi)例，研究其(qi)功能(neng)組織、立(li)面細(xi)部做法(fa)、建筑(zhu)形體與色彩(cai)等(deng)方(fang)面的(de)(de)內容，引導(dao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)討(tao)論分(fen)析(xi)(xi)各(ge)個(ge)方(fang)案(an)的(de)(de)設(she)(she)計(ji)(ji)(ji)(ji)思(si)路及其(qi)優缺點，不僅能(neng)夠讓學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)全方(fang)位的(de)(de)了解設(she)(she)計(ji)(ji)(ji)(ji)專題(ti)，同(tong)時也(ye)(ye)能(neng)提高(gao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)分(fen)析(xi)(xi)問(wen)題(ti)的(de)(de)能(neng)力。除了通(tong)(tong)(tong)過(guo)(guo)圖(tu)片展(zhan)示開展(zhan)案(an)例式的(de)(de)教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)，也(ye)(ye)可(ke)以(yi)將上(shang)課地點移至(zhi)真(zhen)實(shi)的(de)(de)建筑(zhu)空(kong)間內，更直觀地從(cong)(cong)功能(neng)設(she)(she)計(ji)(ji)(ji)(ji)、形態設(she)(she)計(ji)(ji)(ji)(ji)、空(kong)間設(she)(she)計(ji)(ji)(ji)(ji)等(deng)進行(xing)詳(xiang)細(xi)的(de)(de)分(fen)析(xi)(xi)和講解，讓學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)更直接(jie)的(de)(de)接(jie)觸和感受建筑(zhu)空(kong)間，并進行(xing)對(dui)比(bi)分(fen)析(xi)(xi)。

3.3教學內容應選擇適合(he)土木工程專業(ye)的(de)設計專題(ti)，嚴(yan)格控制設計進度

土木工(gong)程(cheng)(cheng)(cheng)(cheng)專(zhuan)業(ye)(ye)的(de)(de)建筑(zhu)(zhu)方案(an)設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)課程(cheng)(cheng)(cheng)(cheng)作為專(zhuan)業(ye)(ye)選修課，從深度(du)和(he)廣度(du)上(shang)無法與建筑(zhu)(zhu)學專(zhuan)業(ye)(ye)的(de)(de)建筑(zhu)(zhu)設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)課程(cheng)(cheng)(cheng)(cheng)相提(ti)并論，因此(ci)(ci)課程(cheng)(cheng)(cheng)(cheng)內(nei)容應以(yi)(yi)大量性建筑(zhu)(zhu)作為設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)專(zhuan)題(ti)以(yi)(yi)培養學生具(ju)備建筑(zhu)(zhu)設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)的(de)(de)基礎(chu)知識。同時，在(zai)(zai)(zai)設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)過(guo)程(cheng)(cheng)(cheng)(cheng)中(zhong)，應當將(jiang)現行的(de)(de)建筑(zhu)(zhu)設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)標準(zhun)和(he)規(gui)范最大限度(du)的(de)(de)融入教學和(he)設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)中(zhong)，不僅能(neng)夠端正學生嚴謹和(he)規(gui)范的(de)(de)設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)態度(du)，也(ye)能(neng)夠培養學生在(zai)(zai)(zai)設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)過(guo)程(cheng)(cheng)(cheng)(cheng)中(zhong)查(cha)閱(yue)規(gui)范的(de)(de)良好習慣。此(ci)(ci)外，在(zai)(zai)(zai)設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)過(guo)程(cheng)(cheng)(cheng)(cheng)中(zhong)，老(lao)師對設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)構思的(de)(de)過(guo)程(cheng)(cheng)(cheng)(cheng)要進行層層控制，嚴格檢查(cha)各階段設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)草(cao)圖，以(yi)(yi)實現學生在(zai)(zai)(zai)每個設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)階段都能(neng)有所收(shou)獲。為保證設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)質(zhi)量，老(lao)師要嚴格按照設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)控制學生的(de)(de)設(she)(she)(she)(she)計(ji)(ji)(ji)(ji)(ji)進度(du)，，學生的(de)(de)最終成績也(ye)應涵蓋學生平時的(de)(de)表現。

4結語

篇2

關鍵詞：畢(bi)業論文(wen)；指導(dao)課程(cheng)(cheng)；土木工程(cheng)(cheng)

基金項目(mu)：江西(xi)科技學(xue)院(yuan)校(xiao)級教改課題“基于CIDO模式下《土木工程(cheng)(cheng)材料》課程(cheng)(cheng)教學(xue)改革研究”（編號：JY1504）。

1 前言

畢業(ye)論文是土(tu)木工程專業(ye)學(xue)(xue)生(sheng)大(da)(da)學(xue)(xue)本科(ke)教(jiao)(jiao)(jiao)育過程的(de)(de)(de)(de)最后(hou)一個(ge)環節(jie)，是對大(da)(da)學(xue)(xue)四(si)年所學(xue)(xue)專業(ye)課程的(de)(de)(de)(de)全(quan)面(mian)總結，也是對之前各個(ge)教(jiao)(jiao)(jiao)學(xue)(xue)的(de)(de)(de)(de)繼續深(shen)化與拓(tuo)寬[1]。畢業(ye)論文的(de)(de)(de)(de)完成情(qing)況(kuang)不(bu)僅能反映出(chu)每(mei)個(ge)學(xue)(xue)生(sheng)專業(ye)知(zhi)識(shi)的(de)(de)(de)(de)掌握情(qing)況(kuang)、科(ke)研思維的(de)(de)(de)(de)方法、寫作水(shui)平(ping)的(de)(de)(de)(de)高下，也能折(zhe)射出(chu)學(xue)(xue)校教(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)學(xue)(xue)的(de)(de)(de)(de)質量和水(shui)平(ping)[2]。但是，在目前高校的(de)(de)(de)(de)教(jiao)(jiao)(jiao)學(xue)(xue)實踐(jian)中，大(da)(da)量的(de)(de)(de)(de)畢業(ye)設計出(chu)現雷同情(qing)況(kuang)，學(xue)(xue)生(sheng)的(de)(de)(de)(de)能力培養(yang)欠(qian)缺，出(chu)現大(da)(da)批畢業(ye)生(sheng)面(mian)臨就業(ye)壓力，而設計、施工單位卻(que)尋覓(mi)不(bu)到合(he)適人才(cai)的(de)(de)(de)(de)狀(zhuang)況(kuang)。

針(zhen)對此種情(qing)況，本(ben)文從土木(mu)工程專(zhuan)業本(ben)科(ke)畢(bi)業論(lun)文存在問題及如何(he)提高土木(mu)工程專(zhuan)業本(ben)科(ke)畢(bi)業論(lun)文質(zhi)(zhi)量兩方面加以(yi)分析，為進一步(bu)提高《畢(bi)業論(lun)文指(zhi)導》課(ke)程教學質(zhi)(zhi)量提供參考。

2 土(tu)木工程專業畢業設計存在問題(ti)

2.1 選題單(dan)一(yi)或脫(tuo)離實際

題目決定畢(bi)(bi)業設(she)計(ji)(ji)(ji)的(de)(de)內(nei)容，課程(cheng)概念多、實踐(jian)性強。但(dan)土(tu)木(mu)工(gong)程(cheng)學院(yuan)學生(sheng)畢(bi)(bi)業論文題目大多集(ji)中在鋼(gang)筋(jin)混凝土(tu)框(kuang)架(jia)結構(gou)(gou)，預應(ying)力(li)簡支T梁(liang)上部結構(gou)(gou)設(she)計(ji)(ji)(ji)，或者(zhe)輔以(yi)(yi)施工(gong)組織(zhi)設(she)計(ji)(ji)(ji)，沉(chen)降觀測等。而(er)鋼(gang)筋(jin)混凝土(tu)框(kuang)架(jia)結構(gou)(gou)又以(yi)(yi)3-4層多層框(kuang)架(jia)結構(gou)(gou)為(wei)(wei)主。主要是因為(wei)(wei)畢(bi)(bi)業設(she)計(ji)(ji)(ji)要求本科生(sheng)結合4年所(suo)(suo)學專(zhuan)業知識，所(suo)(suo)以(yi)(yi)基本以(yi)(yi)手算為(wei)(wei)主。而(er)結構(gou)(gou)又必須(xu)考慮地(di)震荷載(zai)作用下(xia)的(de)(de)內(nei)力(li)計(ji)(ji)(ji)算，只有底(di)部剪(jian)力(li)法(fa)可通過手算完成。反應(ying)譜振型分解法(fa)及時(shi)程(cheng)分析(xi)法(fa)均需靠電腦才(cai)能完成。只有框(kuang)架(jia)結構(gou)(gou)屬于剪(jian)切變形(xing)為(wei)(wei)主，符合底(di)部剪(jian)力(li)法(fa)的(de)(de)適用條件(jian)。所(suo)(suo)以(yi)(yi)這也就是畢(bi)(bi)業設(she)計(ji)(ji)(ji)以(yi)(yi)框(kuang)架(jia)結構(gou)(gou)設(she)計(ji)(ji)(ji)為(wei)(wei)主的(de)(de)原因。

2.2 大(da)多數學生專業(ye)知識沒學好，畢業(ye)設計難于入手

學生(sheng)基本都(dou)是根據教師提供(gong)的任務書進行結(jie)構設(she)計并繪制施工(gong)圖。但(dan)很(hen)多學生(sheng)建筑圖紙部分(fen)就耗費大量時間。后面的結(jie)構布置已經(jing)喪失信心，能簡(jian)便則簡(jian)便。

至于(yu)結構設計(ji)中的重難點(dian)，學生往(wang)往(wang)更難把握。樓板設計(ji)及(ji)次梁設計(ji)屬畢業設計(ji)的次要內(nei)容。水平荷載(zai)及(ji)豎(shu)向荷載(zai)作用下內(nei)力(li)計(ji)算(suan)是(shi)畢業設計(ji)的重點(dian)。很多學生往(wang)往(wang)對力(li)學基礎課程掌(zhang)握不(bu)扎實，對于(yu)彎矩(ju)二(er)次分(fen)配(pei)法的應(ying)用更是(shi)無從下手。

同時，荷載(zai)效應組(zu)合及梁柱截面(mian)設(she)計通常(chang)是畢(bi)(bi)業設(she)計的難點。如果學生能堅持手(shou)算到最后，那么(me)內力組(zu)合也就會(hui)通過(guo)請教(jiao)與自學來完成(cheng)此次畢(bi)(bi)業設(she)計任務。

2.3 施工圖紙不(bu)符(fu)合現行規范標準

很多學生在進(jin)行冗長的手算(suan)完成(cheng)后(hou)，往(wang)往(wang)還是對自己所(suo)做的論文題目缺乏清晰的思路。所(suo)以圖紙也只是仿造同(tong)學的圖紙，修改開間進(jin)深(shen)的尺(chi)寸及配筋(jin)。其(qi)中有(you)很多不(bu)合規范之處。而畢業設計質量的關(guan)鍵就在于圖紙的質量。

2.4 指(zhi)導教師(shi)水平有(you)待提高

指(zhi)導(dao)教(jiao)(jiao)師的(de)(de)專(zhuan)業(ye)知識水(shui)平、論文(wen)(wen)指(zhi)導(dao)能力(li)(li)直接影(ying)響本(ben)科(ke)畢(bi)(bi)業(ye)論文(wen)(wen)工作(zuo)，從(cong)指(zhi)導(dao)選(xuan)題(ti)(ti)、寫(xie)作(zuo)到答辯，指(zhi)導(dao)教(jiao)(jiao)師的(de)(de)作(zuo)用至關重(zhong)(zhong)要。選(xuan)題(ti)(ti)是畢(bi)(bi)業(ye)設計的(de)(de)源頭，畢(bi)(bi)業(ye)論文(wen)(wen)水(shui)平的(de)(de)高低直接取決(jue)于選(xuan)題(ti)(ti)方向。但現在(zai)(zai)(zai)許多(duo)指(zhi)導(dao)教(jiao)(jiao)師給的(de)(de)選(xuan)題(ti)(ti)方向偏(pian)(pian)大、任(ren)務過(guo)重(zhong)(zhong)，還(huan)存在(zai)(zai)(zai)偏(pian)(pian)難，或(huo)者與(yu)專(zhuan)業(ye)不對口的(de)(de)問題(ti)(ti)，超出本(ben)科(ke)生(sheng)(sheng)畢(bi)(bi)業(ye)設計能力(li)(li)水(shui)平。加(jia)之指(zhi)導(dao)教(jiao)(jiao)師本(ben)身教(jiao)(jiao)學(xue)與(yu)科(ke)研任(ren)務繁重(zhong)(zhong)，無法分擔太(tai)多(duo)精(jing)力(li)(li)指(zhi)導(dao)學(xue)生(sheng)(sheng)，學(xue)生(sheng)(sheng)自己在(zai)(zai)(zai)摸索過(guo)程(cheng)中(zhong)容易犯錯，致使(shi)學(xue)生(sheng)(sheng)在(zai)(zai)(zai)畢(bi)(bi)業(ye)設計寫(xie)作(zuo)過(guo)程(cheng)中(zhong)與(yu)指(zhi)導(dao)教(jiao)(jiao)師溝通不暢或(huo)者教(jiao)(jiao)師指(zhi)導(dao)不力(li)(li)的(de)(de)情況發生(sheng)(sheng)。

3 土木工程專業畢業設計(ji)改革(ge)建(jian)議

3.1 選(xuan)題多(duo)元化。

根(gen)據指導老師的課題(ti)研究方向或是工程實際項目(mu)，或者參(can)考學(xue)生(sheng)畢業實習崗位(wei)，制定與之相適(shi)應的畢業設(she)計(ji)題(ti)目(mu)，盡可能(neng)真題(ti)真做。同時題(ti)目(mu)難(nan)易程度也應適(shi)中，能(neng)夠(gou)體(ti)現目(mu)前研究發展的主要方向及前沿問題(ti)，能(neng)夠(gou)對學(xue)生(sheng)知識面有所擴充。

3.2 嚴格要求學生并認真(zhen)指(zhi)導

畢業答辯(bian)前對學(xue)(xue)生進(jin)行預(yu)答辯(bian)，或者階段性(xing)審查。及時(shi)(shi)發現學(xue)(xue)生畢業設計中的(de)問題并督促其整改(gai)。對檢查不(bu)過關或是(shi)預(yu)答辯(bian)不(bu)過關的(de)學(xue)(xue)生，推遲其答辯(bian)時(shi)(shi)間或是(shi)取消答辯(bian)資格，整體(ti)學(xue)(xue)風起到殺一儆百的(de)作用。

同(tong)時，指(zhi)導(dao)老師也應加強督促，并定期追(zhui)蹤指(zhi)導(dao)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)畢業設(she)計(ji)進展情況。如果所(suo)帶學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)數較(jiao)多，還應集中指(zhi)導(dao)所(suo)有學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)，并合理(li)規(gui)劃各學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)進度。對設(she)計(ji)能(neng)力較(jiao)強的(de)同(tong)學(xue)(xue)(xue)(xue)，可要求更嚴(yan)格(ge)后(hou)期準備推優(you)。對進度較(jiao)慢的(de)同(tong)學(xue)(xue)(xue)(xue)加強檢查力度，加大檢查頻率(lv)。主要教(jiao)會(hui)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)理(li)清(qing)設(she)計(ji)思路，運用正確的(de)設(she)計(ji)理(li)論(lun)及(ji)設(she)計(ji)方(fang)法，教(jiao)會(hui)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)學(xue)(xue)(xue)(xue)會(hui)參(can)考規(gui)范及(ji)查閱相關資料能(neng)力。

3.3 參考國家標準規范制圖(tu)

國家分別(bie)制(zhi)定(ding)了《建筑(zhu)設計(ji)制(zhi)圖(tu)(tu)標準》及《結構設計(ji)制(zhi)圖(tu)(tu)標準》，很多按自己(ji)制(zhi)圖(tu)(tu)習慣繪圖(tu)(tu)的(de)習慣應(ying)督促其整改。甚至有些同學動手能(neng)(neng)力(li)(li)(li)(li)較(jiao)(jiao)弱，對計(ji)算機的(de)操作(zuo)能(neng)(neng)力(li)(li)(li)(li)尚欠缺。教師(shi)不(bu)可(ke)能(neng)(neng)手把手進(jin)行(xing)指導，應(ying)充分發揮組(zu)員團(tuan)隊(dui)合作(zuo)能(neng)(neng)力(li)(li)(li)(li)，采取幫(bang)扶政策，引導動手能(neng)(neng)力(li)(li)(li)(li)較(jiao)(jiao)強的(de)同學幫(bang)助動手能(neng)(neng)力(li)(li)(li)(li)較(jiao)(jiao)弱的(de)同學。

4 結論

目前，大(da)(da)(da)學(xue)畢(bi)業(ye)生(sheng)(sheng)(sheng)流行“畢(bi)業(ye)就(jiu)失業(ye)”，主要(yao)是學(xue)生(sheng)(sheng)(sheng)在大(da)(da)(da)學(xue)四年(nian)沒有(you)學(xue)會解決實際(ji)(ji)問(wen)題的能力及(ji)(ji)創(chuang)新能力。很多學(xue)生(sheng)(sheng)(sheng)大(da)(da)(da)學(xue)四年(nian)混混沌(dun)沌(dun)、迷迷茫(mang)茫(mang)中(zhong)度過(guo)，平時課堂也(ye)難以集(ji)中(zhong)注意力。教師應(ying)及(ji)(ji)時發現(xian)學(xue)生(sheng)(sheng)(sheng)優勢，并鼓勵(li)學(xue)生(sheng)(sheng)(sheng)深層探究，大(da)(da)(da)力培養學(xue)生(sheng)(sheng)(sheng)創(chuang)新能力，解決實際(ji)(ji)問(wen)題能力及(ji)(ji)合作交(jiao)流能力。這樣學(xue)生(sheng)(sheng)(sheng)才能在畢(bi)業(ye)前的3年(nian)里學(xue)有(you)所獲，不至于畢(bi)業(ye)設計無從下(xia)手。

本(ben)(ben)文主要從3方面闡述了(le)目前土木工程本(ben)(ben)科畢業(ye)設(she)計(ji)(ji)所存在的問題，并(bing)提(ti)出了(le)相應(ying)的整改建議。畢業(ye)設(she)計(ji)(ji)是體現學生(sheng)(sheng)綜合(he)能力的最(zui)后(hou)環節，也 學校本(ben)(ben)科評估的主要支(zhi)撐材料，學校及學生(sheng)(sheng)均應(ying)引起(qi)重視，并(bing)提(ti)高畢業(ye)設(she)計(ji)(ji)完成質量。

參考文獻

[1] 劉麗萍.土木工(gong)程專業畢業設(she)計實(shi)踐探索[J].安徽工(gong)業大學學報（社會科學版），2015（3）.

[2] 陳蘭.土木工程專業畢(bi)業設計(ji)若干問題剖析[J].東南大學學報，2012（14）：24-27.

[3] 周紅(hong)星，李兵(bing)，趙瑞芬.應用型本科院(yuan)校提(ti)高(gao)學生畢(bi)業論文質量的探索[J].教育與職業，2012，（12）：177～178.

[4] 劉正遠，段(duan)玉(yu)璽(xi).本科畢(bi)業(ye)論(lun)文選題質量的探索與實(shi)踐[J].遼寧科技(ji)學院學報，2009，（03）.

[5]季民，馬德剛.建(jian)立畢業(ye)設(she)計(ji)管理體系提高畢業(ye)設(she)計(ji)質量(liang)[J].中(zhong)國大學教學，2007（05）.

[6] 歐孝奪.基寬口徑土木(mu)工程專業(ye)畢業(ye)設(she)計（論文）的實踐與探索(suo)[J]，廣西大學學報，2005（30），16～19.

篇3

土木(mu)工(gong)(gong)程(cheng)(cheng)專(zhuan)(zhuan)業具有很強的實踐性、社會性、綜合性、創新性和(he)(he)(he)(he)群體(ti)性[1]，因而其培養目標是(shi)“培養適應(ying)社會主義現代化建設(she)需要，德智體(ti)全面(mian)發展，掌(zhang)握土木(mu)工(gong)(gong)程(cheng)(cheng)學(xue)(xue)(xue)科(ke)的基(ji)本理論和(he)(he)(he)(he)基(ji)本知識，獲(huo)得工(gong)(gong)程(cheng)(cheng)師(shi)基(ji)本訓練并具有創新精(jing)神的高(gao)級(ji)專(zhuan)(zhuan)門人(ren)才(cai)。”[2]目前(qian)，我(wo)(wo)院正在深入地進行教學(xue)(xue)(xue)改革，以(yi)適應(ying)社會和(he)(he)(he)(he)用人(ren)單位對人(ren)才(cai)的要求，適應(ying)我(wo)(wo)院2002年升本后本科(ke)教育的要求，以(yi)體(ti)現我(wo)(wo)院辦學(xue)(xue)(xue)指導思想(xiang)和(he)(he)(he)(he)辦學(xue)(xue)(xue)特點[3]。我(wo)(wo)院土木(mu)工(gong)(gong)程(cheng)(cheng)專(zhuan)(zhuan)業自2003年招收第(di)一屆本科(ke)學(xue)(xue)(xue)生以(yi)來，一直(zhi)在進行培養模(mo)式(shi)的研究和(he)(he)(he)(he)教學(xue)(xue)(xue)計劃的修訂。筆(bi)者結(jie)合幾(ji)年來專(zhuan)(zhuan)業建設(she)工(gong)(gong)作(zuo)，介紹我(wo)(wo)院2006級(ji)土木(mu)工(gong)(gong)程(cheng)(cheng)專(zhuan)(zhuan)業實踐環(huan)節(jie)教學(xue)(xue)(xue)計劃修訂情(qing)況。

1土木工(gong)程專業教學計劃(hua)的(de)修訂與課(ke)程體系(xi)的(de)整體優化(hua)

目前，我國高校分(fen)(fen)為(wei)三類：重點(dian)高校、一(yi)般高校和(he)(he)高等專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)科(ke)學(xue)(xue)(xue)校。我國土(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)程(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)人(ren)(ren)(ren)(ren)才(cai)(cai)(cai)的(de)(de)(de)需求和(he)(he)培(pei)(pei)養(yang)可分(fen)(fen)為(wei)三個(ge)層次：第一(yi)層次是高級研究(jiu)(jiu)型(xing)人(ren)(ren)(ren)(ren)才(cai)(cai)(cai)，主(zhu)要由(you)(you)名牌大(da)學(xue)(xue)(xue)和(he)(he)重點(dian)大(da)學(xue)(xue)(xue)培(pei)(pei)養(yang)；第二層次是高級設(she)(she)(she)計(ji)、施(shi)工(gong)(gong)管理人(ren)(ren)(ren)(ren)才(cai)(cai)(cai)，主(zhu)要由(you)(you)一(yi)般本(ben)(ben)科(ke)院(yuan)(yuan)校培(pei)(pei)養(yang)；第三層次是生(sheng)(sheng)產一(yi)線技術應(ying)用(yong)(yong)型(xing)人(ren)(ren)(ren)(ren)才(cai)(cai)(cai)，主(zhu)要由(you)(you)高職專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)科(ke)學(xue)(xue)(xue)校培(pei)(pei)養(yang)[4]。邵(shao)陽(yang)(yang)學(xue)(xue)(xue)院(yuan)(yuan)2002年升(sheng)為(wei)一(yi)般本(ben)(ben)科(ke)院(yuan)(yuan)校，土(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)程(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)2003年興辦，辦學(xue)(xue)(xue)歷史短(duan)，教學(xue)(xue)(xue)經驗積累少，無論從師(shi)資(zi)隊伍、辦學(xue)(xue)(xue)條件、科(ke)研能(neng)(neng)力(li)(li)，還是學(xue)(xue)(xue)生(sheng)(sheng)生(sheng)(sheng)源(yuan)，都不(bu)具(ju)備培(pei)(pei)養(yang)高級研究(jiu)(jiu)型(xing)人(ren)(ren)(ren)(ren)才(cai)(cai)(cai)的(de)(de)(de)條件；同時也(ye)不(bu)具(ju)備與辦學(xue)(xue)(xue)歷史較長的(de)(de)(de)一(yi)般本(ben)(ben)科(ke)院(yuan)(yuan)校競爭的(de)(de)(de)實(shi)力(li)(li)。根(gen)據(ju)(ju)土(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)程(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)在湖(hu)南省和(he)(he)全國所處的(de)(de)(de)地(di)位，將專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)培(pei)(pei)養(yang)目標(biao)定(ding)(ding)位在培(pei)(pei)養(yang)懂設(she)(she)(she)計(ji)、會施(shi)工(gong)(gong)、懂管理的(de)(de)(de)高級技術應(ying)用(yong)(yong)型(xing)人(ren)(ren)(ren)(ren)才(cai)(cai)(cai)。據(ju)(ju)此，對我院(yuan)(yuan)土(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)程(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)課程(cheng)(cheng)(cheng)體系(xi)(xi)進行(xing)整體優化，制(zhi)(zhi)定(ding)(ding)了2006級教學(xue)(xue)(xue)計(ji)劃：⑴設(she)(she)(she)置2個(ge)專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)方(fang)向(xiang)：建(jian)(jian)筑(zhu)工(gong)(gong)程(cheng)(cheng)(cheng)和(he)(he)道路與橋梁工(gong)(gong)程(cheng)(cheng)(cheng)方(fang)向(xiang)，制(zhi)(zhi)定(ding)(ding)“2.5＋1＋0.5”人(ren)(ren)(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)養(yang)模(mo)式，即進行(xing)5個(ge)學(xue)(xue)(xue)期的(de)(de)(de)專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)通識(shi)（公共基礎課和(he)(he)專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)基礎課）教育，2個(ge)學(xue)(xue)(xue)期的(de)(de)(de)專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)方(fang)向(xiang)課教育，1個(ge)土(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)程(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)實(shi)踐環節(jie)(jie)(jie)教學(xue)(xue)(xue)計(ji)劃的(de)(de)(de)研究(jiu)(jiu)文暢平(ping)（邵(shao)陽(yang)(yang)學(xue)(xue)(xue)院(yuan)(yuan)城市建(jian)(jian)設(she)(she)(she)系(xi)(xi)湖(hu)南邵(shao)陽(yang)(yang)422000）摘要：以人(ren)(ren)(ren)(ren)才(cai)(cai)(cai)需求為(wei)目標(biao)，人(ren)(ren)(ren)(ren)才(cai)(cai)(cai)知識(shi)結構(gou)、能(neng)(neng)力(li)(li)結構(gou)為(wei)主(zhu)線，結合專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)建(jian)(jian)設(she)(she)(she)實(shi)踐，以突出(chu)學(xue)(xue)(xue)生(sheng)(sheng)就業(ye)(ye)(ye)(ye)(ye)服務對象、突出(chu)學(xue)(xue)(xue)生(sheng)(sheng)工(gong)(gong)程(cheng)(cheng)(cheng)實(shi)踐能(neng)(neng)力(li)(li)和(he)(he)職業(ye)(ye)(ye)(ye)(ye)能(neng)(neng)力(li)(li)的(de)(de)(de)培(pei)(pei)養(yang)、突出(chu)實(shi)踐環節(jie)(jie)(jie)教學(xue)(xue)(xue)的(de)(de)(de)地(di)位作(zuo)為(wei)制(zhi)(zhi)定(ding)(ding)教學(xue)(xue)(xue)計(ji)劃的(de)(de)(de)依據(ju)(ju)和(he)(he)辦出(chu)特色(se)的(de)(de)(de)基礎，構(gou)建(jian)(jian)土(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)程(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)實(shi)踐環節(jie)(jie)(jie)教學(xue)(xue)(xue)體系(xi)(xi)，以培(pei)(pei)養(yang)應(ying)用(yong)(yong)型(xing)人(ren)(ren)(ren)(ren)才(cai)(cai)(cai)。關(guan)鍵詞：土(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)程(cheng)(cheng)(cheng)教學(xue)(xue)(xue)計(ji)劃培(pei)(pei)養(yang)目標(biao)實(shi)踐環節(jie)(jie)(jie)應(ying)用(yong)(yong)型(xing)人(ren)(ren)(ren)(ren)才(cai)(cai)(cai)學(xue)(xue)(xue)期的(de)(de)(de)畢業(ye)(ye)(ye)(ye)(ye)實(shi)習和(he)(he)畢業(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)計(ji)（論文）。⑵拓寬專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)基礎，建(jian)(jian)立土(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)程(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)“大(da)平(ping)臺”課程(cheng)(cheng)(cheng)體系(xi)(xi)。⑶建(jian)(jian)立“模(mo)塊”課程(cheng)(cheng)(cheng)體系(xi)(xi)，實(shi)現(xian)課程(cheng)(cheng)(cheng)整體優化。

2以人才(cai)需(xu)求為目標，以人才(cai)知識結(jie)構(gou)、能力結(jie)構(gou)為主線，構(gou)建土(tu)木工程專業實踐環節教學(xue)體系

土(tu)(tu)(tu)(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)是(shi)(shi)最古老的(de)(de)(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)類專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)，在(zai)(zai)世界上(shang)已有(you)上(shang)百年的(de)(de)(de)(de)(de)(de)(de)(de)歷史，在(zai)(zai)社會發(fa)展的(de)(de)(de)(de)(de)(de)(de)(de)各個時期，都需要(yao)(yao)土(tu)(tu)(tu)(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)類專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)。我(wo)(wo)國(guo)不(bu)少高(gao)校(xiao)中(zhong)(zhong)的(de)(de)(de)(de)(de)(de)(de)(de)土(tu)(tu)(tu)(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)辦(ban)學(xue)(xue)(xue)(xue)(xue)(xue)歷史較長(chang)，辦(ban)學(xue)(xue)(xue)(xue)(xue)(xue)條(tiao)件(jian)好(hao)，辦(ban)學(xue)(xue)(xue)(xue)(xue)(xue)經(jing)(jing)(jing)驗(yan)豐富，生(sheng)源素質(zhi)較高(gao)。我(wo)(wo)院土(tu)(tu)(tu)(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)2003年興辦(ban)，辦(ban)學(xue)(xue)(xue)(xue)(xue)(xue)歷史短(duan)，教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)經(jing)(jing)(jing)驗(yan)積累少，競爭實(shi)(shi)(shi)力(li)弱。我(wo)(wo)們(men)(men)(men)應(ying)(ying)(ying)正視自己(ji)的(de)(de)(de)(de)(de)(de)(de)(de)差距，找(zhao)準自己(ji)的(de)(de)(de)(de)(de)(de)(de)(de)位(wei)(wei)置，揚長(chang)避短(duan)，辦(ban)出(chu)(chu)自己(ji)的(de)(de)(de)(de)(de)(de)(de)(de)特色(se)。⑴土(tu)(tu)(tu)(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)需求(qiu)(qiu)(qiu)(qiu)(qiu)現(xian)狀和(he)人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)知(zhi)識(shi)(shi)、能(neng)力(li)結構要(yao)(yao)求(qiu)(qiu)(qiu)(qiu)(qiu)第(di)一(yi)，人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)需求(qiu)(qiu)(qiu)(qiu)(qiu)呈多樣(yang)化(hua)趨勢(shi)。應(ying)(ying)(ying)用技(ji)(ji)術(shu)科(ke)技(ji)(ji)含量隨科(ke)技(ji)(ji)發(fa)展而(er)增加(jia)，用人(ren)(ren)(ren)單(dan)位(wei)(wei)對(dui)人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)(de)需求(qiu)(qiu)(qiu)(qiu)(qiu)更加(jia)務(wu)實(shi)(shi)(shi)，更有(you)針對(dui)性(xing)，也(ye)更加(jia)迫(po)切，既需要(yao)(yao)研究型(xing)人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)，更需要(yao)(yao)應(ying)(ying)(ying)用型(xing)人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)，人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)(de)需求(qiu)(qiu)(qiu)(qiu)(qiu)呈明顯的(de)(de)(de)(de)(de)(de)(de)(de)多樣(yang)化(hua)趨勢(shi)。我(wo)(wo)院土(tu)(tu)(tu)(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)應(ying)(ying)(ying)順應(ying)(ying)(ying)這樣(yang)趨勢(shi)，建(jian)立以培(pei)養(yang)(yang)崗(gang)(gang)(gang)位(wei)(wei)能(neng)力(li)為(wei)(wei)中(zhong)(zhong)心，注重(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)技(ji)(ji)術(shu)能(neng)力(li)培(pei)養(yang)(yang)的(de)(de)(de)(de)(de)(de)(de)(de)辦(ban)學(xue)(xue)(xue)(xue)(xue)(xue)思路，在(zai)(zai)整個教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)過程(cheng)(cheng)(cheng)(cheng)(cheng)中(zhong)(zhong)始終(zhong)以適應(ying)(ying)(ying)崗(gang)(gang)(gang)位(wei)(wei)需要(yao)(yao)為(wei)(wei)目的(de)(de)(de)(de)(de)(de)(de)(de)，使學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)畢業(ye)(ye)后(hou)能(neng)很(hen)快適應(ying)(ying)(ying)土(tu)(tu)(tu)(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)各技(ji)(ji)術(shu)崗(gang)(gang)(gang)位(wei)(wei)工(gong)(gong)(gong)(gong)(gong)(gong)作的(de)(de)(de)(de)(de)(de)(de)(de)需要(yao)(yao)。第(di)二，人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)(de)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)知(zhi)識(shi)(shi)面要(yao)(yao)寬。應(ying)(ying)(ying)用型(xing)人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)服務(wu)的(de)(de)(de)(de)(de)(de)(de)(de)對(dui)象主要(yao)(yao)是(shi)(shi)基層企事業(ye)(ye)單(dan)位(wei)(wei)，這些單(dan)位(wei)(wei)的(de)(de)(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)作專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)劃分(fen)不(bu)太細，且比較綜(zong)合(he)，他們(men)(men)(men)需要(yao)(yao)的(de)(de)(de)(de)(de)(de)(de)(de)不(bu)是(shi)(shi)研究型(xing)人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)，而(er)是(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)一(yi)線技(ji)(ji)術(shu)把關的(de)(de)(de)(de)(de)(de)(de)(de)技(ji)(ji)術(shu)人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)，要(yao)(yao)懂設(she)計(ji)(ji)，會管(guan)(guan)(guan)理(li)，這就(jiu)(jiu)要(yao)(yao)求(qiu)(qiu)(qiu)(qiu)(qiu)技(ji)(ji)術(shu)人(ren)(ren)(ren)員知(zhi)識(shi)(shi)面要(yao)(yao)寬。第(di)三，土(tu)(tu)(tu)(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)實(shi)(shi)(shi)踐(jian)(jian)性(xing)、社會性(xing)、綜(zong)合(he)性(xing)很(hen)強，是(shi)(shi)一(yi)個綜(zong)合(he)性(xing)的(de)(de)(de)(de)(de)(de)(de)(de)系(xi)統(tong)，培(pei)養(yang)(yang)的(de)(de)(de)(de)(de)(de)(de)(de)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)除了要(yao)(yao)有(you)本專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)各領域(yu)的(de)(de)(de)(de)(de)(de)(de)(de)技(ji)(ji)術(shu)知(zhi)識(shi)(shi)外(wai)，還要(yao)(yao)有(you)相(xiang)應(ying)(ying)(ying)的(de)(de)(de)(de)(de)(de)(de)(de)管(guan)(guan)(guan)理(li)和(he)經(jing)(jing)(jing)濟(ji)知(zhi)識(shi)(shi)、人(ren)(ren)(ren)文社會科(ke)學(xue)(xue)(xue)(xue)(xue)(xue)理(li)論(lun)知(zhi)識(shi)(shi)和(he)素養(yang)(yang)，以及較強的(de)(de)(de)(de)(de)(de)(de)(de)計(ji)(ji)算(suan)機(ji)應(ying)(ying)(ying)用能(neng)力(li)等。⑵構建(jian)土(tu)(tu)(tu)(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)實(shi)(shi)(shi)踐(jian)(jian)環(huan)(huan)(huan)(huan)節(jie)(jie)(jie)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)體系(xi)的(de)(de)(de)(de)(de)(de)(de)(de)思路社會和(he)用人(ren)(ren)(ren)單(dan)位(wei)(wei)的(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)需求(qiu)(qiu)(qiu)(qiu)(qiu)和(he)對(dui)人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)知(zhi)識(shi)(shi)、能(neng)力(li)結構以及素質(zhi)要(yao)(yao)求(qiu)(qiu)(qiu)(qiu)(qiu)，是(shi)(shi)我(wo)(wo)們(men)(men)(men)構建(jian)實(shi)(shi)(shi)踐(jian)(jian)環(huan)(huan)(huan)(huan)節(jie)(jie)(jie)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)體系(xi)的(de)(de)(de)(de)(de)(de)(de)(de)依據，也(ye)是(shi)(shi)我(wo)(wo)們(men)(men)(men)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)培(pei)養(yang)(yang)方(fang)向。為(wei)(wei)此(ci)，我(wo)(wo)們(men)(men)(men)強調三個突(tu)(tu)出(chu)(chu)：①突(tu)(tu)出(chu)(chu)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)就(jiu)(jiu)業(ye)(ye)服務(wu)對(dui)象。服務(wu)對(dui)象的(de)(de)(de)(de)(de)(de)(de)(de)需求(qiu)(qiu)(qiu)(qiu)(qiu)就(jiu)(jiu)是(shi)(shi)我(wo)(wo)們(men)(men)(men)的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)培(pei)養(yang)(yang)方(fang)向，體現(xian)在(zai)(zai)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)體系(xi)上(shang)，就(jiu)(jiu)是(shi)(shi)要(yao)(yao)突(tu)(tu)出(chu)(chu)施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)類、管(guan)(guan)(guan)理(li)類課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)地(di)(di)位(wei)(wei)。②突(tu)(tu)出(chu)(chu)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)實(shi)(shi)(shi)踐(jian)(jian)能(neng)力(li)、職業(ye)(ye)能(neng)力(li)的(de)(de)(de)(de)(de)(de)(de)(de)培(pei)養(yang)(yang)。土(tu)(tu)(tu)(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)的(de)(de)(de)(de)(de)(de)(de)(de)特點決定(ding)了人(ren)(ren)(ren)才(cai)(cai)(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)(de)知(zhi)識(shi)(shi)結構，更需要(yao)(yao)實(shi)(shi)(shi)踐(jian)(jian)經(jing)(jing)(jing)驗(yan)的(de)(de)(de)(de)(de)(de)(de)(de)積累和(he)創造力(li)。當然，經(jing)(jing)(jing)驗(yan)的(de)(de)(de)(de)(de)(de)(de)(de)培(pei)養(yang)(yang)和(he)積累不(bu)是(shi)(shi)一(yi)朝(chao)一(yi)夕之事。所以，我(wo)(wo)們(men)(men)(men)在(zai)(zai)制定(ding)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)計(ji)(ji)劃時，切實(shi)(shi)(shi)保證(zheng)了各類課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)實(shi)(shi)(shi)驗(yan)、實(shi)(shi)(shi)習(xi)、課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)設(she)計(ji)(ji)等工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)訓(xun)練(lian)的(de)(de)(de)(de)(de)(de)(de)(de)時間，把計(ji)(ji)算(suan)機(ji)應(ying)(ying)(ying)用能(neng)力(li)、管(guan)(guan)(guan)理(li)和(he)經(jing)(jing)(jing)濟(ji)知(zhi)識(shi)(shi)貫串其中(zhong)(zhong)。在(zai)(zai)實(shi)(shi)(shi)踐(jian)(jian)環(huan)(huan)(huan)(huan)節(jie)(jie)(jie)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)中(zhong)(zhong)，注意把工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)教(jiao)(jiao)(jiao)(jiao)育和(he)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)訓(xun)練(lian)統(tong)一(yi)起來(lai)。③突(tu)(tu)出(chu)(chu)實(shi)(shi)(shi)踐(jian)(jian)環(huan)(huan)(huan)(huan)節(jie)(jie)(jie)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)(de)(de)(de)(de)地(di)(di)位(wei)(wei)。作為(wei)(wei)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)型(xing)高(gao)校(xiao)，應(ying)(ying)(ying)以教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)為(wei)(wei)中(zhong)(zhong)心，而(er)我(wo)(wo)院土(tu)(tu)(tu)(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)應(ying)(ying)(ying)突(tu)(tu)出(chu)(chu)實(shi)(shi)(shi)踐(jian)(jian)環(huan)(huan)(huan)(huan)節(jie)(jie)(jie)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)(de)(de)(de)(de)中(zhong)(zhong)心地(di)(di)位(wei)(wei)，既以技(ji)(ji)術(shu)基礎課(ke)的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)和(he)實(shi)(shi)(shi)踐(jian)(jian)能(neng)力(li)的(de)(de)(de)(de)(de)(de)(de)(de)培(pei)養(yang)(yang)為(wei)(wei)重(zhong)點。在(zai)(zai)這方(fang)面我(wo)(wo)們(men)(men)(men)有(you)優勢(shi)，第(di)一(yi)，具(ju)有(you)副高(gao)以上(shang)職稱的(de)(de)(de)(de)(de)(de)(de)(de)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)課(ke)教(jiao)(jiao)(jiao)(jiao)師基本上(shang)來(lai)自設(she)計(ji)(ji)、施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)、行業(ye)(ye)管(guan)(guan)(guan)理(li)等部門，他們(men)(men)(men)實(shi)(shi)(shi)踐(jian)(jian)經(jing)(jing)(jing)驗(yan)豐富，事業(ye)(ye)心強，工(gong)(gong)(gong)(gong)(gong)(gong)作責任高(gao)；第(di)二，這些教(jiao)(jiao)(jiao)(jiao)師能(neng)為(wei)(wei)實(shi)(shi)(shi)踐(jian)(jian)環(huan)(huan)(huan)(huan)節(jie)(jie)(jie)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)提供適宜的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)工(gong)(gong)(gong)(gong)(gong)(gong)地(di)(di)；第(di)三，能(neng)夠(gou)較好(hao)地(di)(di)解決理(li)論(lun)與實(shi)(shi)(shi)踐(jian)(jian)脫節(jie)(jie)(jie)的(de)(de)(de)(de)(de)(de)(de)(de)問題(ti)。⑶土(tu)(tu)(tu)(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)實(shi)(shi)(shi)踐(jian)(jian)環(huan)(huan)(huan)(huan)節(jie)(jie)(jie)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)體系(xi)土(tu)(tu)(tu)(tu)(tu)(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)實(shi)(shi)(shi)踐(jian)(jian)環(huan)(huan)(huan)(huan)節(jie)(jie)(jie)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)體系(xi)包(bao)括：①課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)實(shi)(shi)(shi)驗(yan)類；②實(shi)(shi)(shi)習(xi)類；③課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)設(she)計(ji)(ji)類；④畢業(ye)(ye)設(she)計(ji)(ji)（論(lun)文）；⑤計(ji)(ji)算(suan)機(ji)應(ying)(ying)(ying)用類，包(bao)括貫串于實(shi)(shi)(shi)習(xi)、課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)設(she)計(ji)(ji)和(he)畢業(ye)(ye)設(she)計(ji)(ji)（論(lun)文）的(de)(de)(de)(de)(de)(de)(de)(de)計(ji)(ji)算(suan)機(ji)應(ying)(ying)(ying)用。超級秘書網

3階段性成果

從2002年起，多次(ci)對土木工程(cheng)專業(ye)教學(xue)計(ji)(ji)劃進行了修訂(ding)，今年又進行了一次(ci)大的修訂(ding)，按照“2.5＋1＋0.5”人才培(pei)養模式，設計(ji)(ji)和(he)(he)優(you)化(hua)實(shi)(shi)(shi)(shi)踐(jian)環(huan)節(jie)課(ke)(ke)(ke)(ke)程(cheng)模塊，即(ji)“平臺”類(lei)(lei)(lei)實(shi)(shi)(shi)(shi)踐(jian)環(huan)節(jie)；“課(ke)(ke)(ke)(ke)群組(zu)”類(lei)(lei)(lei)實(shi)(shi)(shi)(shi)踐(jian)環(huan)節(jie)；“綜合”類(lei)(lei)(lei)實(shi)(shi)(shi)(shi)踐(jian)環(huan)節(jie)即(ji)畢(bi)(bi)業(ye)實(shi)(shi)(shi)(shi)習(xi)(xi)和(he)(he)畢(bi)(bi)業(ye)設計(ji)(ji)（論文(wen)）。⑴課(ke)(ke)(ke)(ke)程(cheng)實(shi)(shi)(shi)(shi)驗類(lei)(lei)(lei)。占總學(xue)時(shi)(shi)約13％。包(bao)(bao)括(kuo)(kuo)大學(xue)物(wu)理實(shi)(shi)(shi)(shi)驗，普(pu)通化(hua)學(xue)實(shi)(shi)(shi)(shi)驗，材料力(li)學(xue)實(shi)(shi)(shi)(shi)驗，測(ce)量實(shi)(shi)(shi)(shi)驗，土工實(shi)(shi)(shi)(shi)驗等(deng)(deng)。⑵實(shi)(shi)(shi)(shi)習(xi)(xi)類(lei)(lei)(lei)。總計(ji)(ji)6～7周，包(bao)(bao)括(kuo)(kuo)認識(shi)實(shi)(shi)(shi)(shi)習(xi)(xi)，工程(cheng)地(di)質(zhi)實(shi)(shi)(shi)(shi)習(xi)(xi)，生(sheng)產(chan)實(shi)(shi)(shi)(shi)習(xi)(xi)，道路勘測(ce)實(shi)(shi)(shi)(shi)習(xi)(xi)等(deng)(deng)⑶課(ke)(ke)(ke)(ke)程(cheng)設計(ji)(ji)類(lei)(lei)(lei)。總計(ji)(ji)10周，包(bao)(bao)括(kuo)(kuo)基礎(chu)工程(cheng)課(ke)(ke)(ke)(ke)程(cheng)設計(ji)(ji)，“課(ke)(ke)(ke)(ke)群組(zu)”類(lei)(lei)(lei)課(ke)(ke)(ke)(ke)程(cheng)設計(ji)(ji)等(deng)(deng)。⑷綜合類(lei)(lei)(lei)。總計(ji)(ji)16周，包(bao)(bao)括(kuo)(kuo)畢(bi)(bi)業(ye)實(shi)(shi)(shi)(shi)習(xi)(xi)和(he)(he)畢(bi)(bi)業(ye)設計(ji)(ji)（論文(wen)）。⑸計(ji)(ji)算機應用類(lei)(lei)(lei)。包(bao)(bao)括(kuo)(kuo)計(ji)(ji)算機文(wen)化(hua)類(lei)(lei)(lei)、技術基礎(chu)類(lei)(lei)(lei)，專業(ye)應用類(lei)(lei)(lei)等(deng)(deng)，課(ke)(ke)(ke)(ke)內安排126學(xue)時(shi)(shi)，課(ke)(ke)(ke)(ke)外安排約360學(xue)時(shi)(shi)。

4結語

專業教學(xue)(xue)(xue)(xue)計(ji)劃(hua)體現了高校辦(ban)學(xue)(xue)(xue)(xue)指導思(si)想(xiang)，反(fan)映了高校辦(ban)學(xue)(xue)(xue)(xue)水平，“辦(ban)學(xue)(xue)(xue)(xue)不應該老圍著(zhu)別人有什么，而(er)應該想(xiang)別人沒(mei)有什么，這(zhe)樣(yang)才(cai)辦(ban)得出(chu)(chu)(chu)(chu)(chu)特色”[5]。突(tu)出(chu)(chu)(chu)(chu)(chu)學(xue)(xue)(xue)(xue)生(sheng)就業服務對象、突(tu)出(chu)(chu)(chu)(chu)(chu)學(xue)(xue)(xue)(xue)生(sheng)工程實踐能力(li)和(he)職業能力(li)的培養(yang)、突(tu)出(chu)(chu)(chu)(chu)(chu)實踐環節(jie)教學(xue)(xue)(xue)(xue)的地位(wei)這(zhe)三個“突(tu)出(chu)(chu)(chu)(chu)(chu)”是我們制定教學(xue)(xue)(xue)(xue)計(ji)劃(hua)的依據，也應該成為(wei)我們辦(ban)出(chu)(chu)(chu)(chu)(chu)特色的基(ji)礎。

參考文獻：

[1]蔣(jiang)永生(sheng)，邱洪興，陳以一.土建(jian)類專業工程素(su)質和實踐能力(li)培養的研究與實踐[J].高(gao)等建(jian)筑教育，2003（02）：14～16.

[2]高等學校土(tu)木工(gong)(gong)程(cheng)專業(ye)指導委員會.高等學土(tu)木工(gong)(gong)程(cheng)專業(ye)本科教育(yu)培養(yang)目標和培養(yang)方案及(ji)課程(cheng)教學大綱[M].北京(jing)：中國(guo)建筑工(gong)(gong)業(ye)出版社(she)，2002.

[3]邵陽學院教(jiao)務處.2003級本科專業(ye)教(jiao)學計(ji)劃[Z].關于(yu)制訂本科專業(ye)教(jiao)學計(ji)劃的原則(ze)意見.

篇4

從(cong)培(pei)養(yang)方案、學(xue)(xue)制、專業與(yu)課(ke)程(cheng)(cheng)設置等方面，文章對澳大(da)利(li)亞(ya)新(xin)南威爾士(shi)大(da)學(xue)(xue)土木工程(cheng)(cheng)專業教育模(mo)(mo)式進(jin)行分(fen)析和(he)(he)比較。該校(xiao)(xiao)在本科(ke)階(jie)段(duan)一般是(shi)“寬口徑(jing)、厚基(ji)礎”的(de)大(da)土木培(pei)養(yang)模(mo)(mo)式，并設置單學(xue)(xue)位與(yu)雙學(xue)(xue)位并重(zhong)的(de)學(xue)(xue)士(shi)培(pei)養(yang)機制，課(ke)程(cheng)(cheng)學(xue)(xue)時和(he)(he)學(xue)(xue)分(fen)設置緊(jin)湊，學(xue)(xue)生選修課(ke)程(cheng)(cheng)自由(you)而(er)寬泛。研究(jiu)(jiu)(jiu)(jiu)生階(jie)段(duan)分(fen)為(wei)課(ke)程(cheng)(cheng)研究(jiu)(jiu)(jiu)(jiu)生（碩(shuo)士(shi)）和(he)(he)研究(jiu)(jiu)(jiu)(jiu)型(xing)(xing)研究(jiu)(jiu)(jiu)(jiu)生（碩(shuo)士(shi)和(he)(he)博(bo)士(shi)）兩(liang)個培(pei)養(yang)層(ceng)次。課(ke)程(cheng)(cheng)研究(jiu)(jiu)(jiu)(jiu)生通(tong)過(guo)(guo)完(wan)成課(ke)程(cheng)(cheng)學(xue)(xue)習，修滿指定(ding)的(de)學(xue)(xue)分(fen)即獲得學(xue)(xue)位；研究(jiu)(jiu)(jiu)(jiu)型(xing)(xing)研究(jiu)(jiu)(jiu)(jiu)生一般沒有(you)學(xue)(xue)分(fen)要求(qiu)，但(dan)對論文的(de)研究(jiu)(jiu)(jiu)(jiu)質量和(he)(he)創新(xin)性要求(qiu)高，體現了“寬進(jin)嚴出”的(de)培(pei)養(yang)模(mo)(mo)式。通(tong)過(guo)(guo)對該校(xiao)(xiao)一流學(xue)(xue)科(ke)工程(cheng)(cheng)教育模(mo)(mo)式的(de)比較研究(jiu)(jiu)(jiu)(jiu)，為(wei)國內高校(xiao)(xiao)土木工程(cheng)(cheng)專業的(de)學(xue)(xue)科(ke)發展和(he)(he)卓越工程(cheng)(cheng)師教育計劃(hua)的(de)推進(jin)提(ti)供一些有(you)益的(de)建議(yi)。

關鍵詞：土木工(gong)程；教育模式(shi)；培(pei)養方案；專業與(yu)課程設置；比較研究

中(zhong)圖分(fen)類號：G649；TU 文獻標志碼：A 文章編號：

10052909（2016）06002705

澳(ao)大(da)利亞的(de)高(gao)等教(jiao)育(yu)體制(zhi)源于英(ying)國(guo)，但(dan)教(jiao)育(yu)理(li)念(nian)和(he)(he)美(mei)國(guo)類似，教(jiao)育(yu)質量享譽全球。由于良好的(de)氣(qi)候環境(jing)和(he)(he)完(wan)善的(de)教(jiao)育(yu)服務(wu)體系，澳(ao)大(da)利亞每年(nian)吸(xi)引大(da)量的(de)海外留學(xue)生，是四大(da)英(ying)語國(guo)家留學(xue)基地(di)之一，其教(jiao)育(yu)產業(ye)(ye)(ye)(ye)(ye)已(yi)經成為(wei)該國(guo)僅(jin)次于采礦業(ye)(ye)(ye)(ye)(ye)、農牧業(ye)(ye)(ye)(ye)(ye)和(he)(he)旅游業(ye)(ye)(ye)(ye)(ye)的(de)第(di)四大(da)產業(ye)(ye)(ye)(ye)(ye)。當前，中澳(ao)各大(da)學(xue)之間的(de)教(jiao)育(yu)交流越來越多(duo)，研究(jiu)澳(ao)大(da)利亞著名(ming)大(da)學(xue)一流學(xue)科的(de)教(jiao)育(yu)與培養模式，對促(cu)進中國(guo)高(gao)校學(xue)科的(de)發展也(ye)大(da)有裨益(yi)。

近些(xie)年來，為了提升中國(guo)高(gao)校(xiao)(xiao)(xiao)土(tu)木(mu)工(gong)(gong)程(cheng)學科的(de)(de)(de)教育(yu)理念，促進(jin)(jin)卓越(yue)工(gong)(gong)程(cheng)師教育(yu)計(ji)(ji)劃的(de)(de)(de)良性發展，國(guo)內學者(zhe)對(dui)不(bu)同國(guo)家和地區(qu)的(de)(de)(de)土(tu)木(mu)工(gong)(gong)程(cheng)專(zhuan)(zhuan)(zhuan)業(ye)(ye)教育(yu)與(yu)培養(yang)模式進(jin)(jin)行(xing)了分(fen)析和比(bi)較。比(bi)如，對(dui)澳大(da)(da)利亞(ya)高(gao)等(deng)教育(yu)的(de)(de)(de)體系、機制和特(te)色的(de)(de)(de)分(fen)析，對(dui)澳大(da)(da)利亞(ya)一些(xie)大(da)(da)學的(de)(de)(de)土(tu)木(mu)工(gong)(gong)程(cheng)專(zhuan)(zhuan)(zhuan)業(ye)(ye)培養(yang)方(fang)案、研(yan)究生培養(yang)層次(ci)，以(yi)及“寬(kuan)進(jin)(jin)嚴出(chu)”培養(yang)模式的(de)(de)(de)比(bi)較研(yan)究[1-3]；以(yi)中美高(gao)校(xiao)(xiao)(xiao)土(tu)木(mu)工(gong)(gong)程(cheng)專(zhuan)(zhuan)(zhuan)業(ye)(ye)培養(yang)模式為對(dui)象，從美國(guo)高(gao)校(xiao)(xiao)(xiao)的(de)(de)(de)學科設置、專(zhuan)(zhuan)(zhuan)業(ye)(ye)評估、執業(ye)(ye)注冊制度、卓越(yue)工(gong)(gong)程(cheng)師培養(yang)等(deng)方(fang)面(mian)進(jin)(jin)行(xing)分(fen)析，為國(guo)內相關院校(xiao)(xiao)(xiao)土(tu)木(mu)工(gong)(gong)程(cheng)專(zhuan)(zhuan)(zhuan)業(ye)(ye)人(ren)才培養(yang)方(fang)案的(de)(de)(de)改革提供參考[4-6]；以(yi)卓越(yue)工(gong)(gong)程(cheng)師教育(yu)計(ji)(ji)劃和國(guo)際化土(tu)木(mu)工(gong)(gong)程(cheng)人(ren)才培養(yang)合(he)(he)作辦學為視角，分(fen)別對(dui)德(de)國(guo)亞(ya)琛工(gong)(gong)業(ye)(ye)大(da)(da)學的(de)(de)(de)國(guo)際合(he)(he)作辦學機制、臺灣(wan)大(da)(da)學的(de)(de)(de)土(tu)木(mu)工(gong)(gong)程(cheng)專(zhuan)(zhuan)(zhuan)業(ye)(ye)本科培養(yang)特(te)色，

以(yi)及卓越工程(cheng)師(shi)國際化課程(cheng)教育體系等方面進行比(bi)較[7-10]。以(yi)上的這些(xie)研(yan)究均有助于(yu)推(tui)動中國高校土木工程(cheng)專業教育與培養模式的改革(ge)與創新。

新南(nan)威爾(er)士(shi)大(da)學（The University of New South Wales）土木工程(cheng)專業在2015年QS世界大(da)學學科排名中名列第14位，在澳(ao)大(da)利亞(ya)排名第1位，具有(you)良好的學術聲譽和寬松的教學與研(yan)究氛圍。本文

結(jie)合新南威爾士(shi)大學(xue)土(tu)木(mu)(mu)(mu)與環境工(gong)程學(xue)院土(tu)木(mu)(mu)(mu)工(gong)程專(zhuan)業的培(pei)養方(fang)案、學(xue)制、專(zhuan)業與課程設置(zhi)等幾個方(fang)面，對其(qi)一流學(xue)科的工(gong)程教(jiao)育(yu)模式(shi)進行分析和比較，為(wei)國內高校土(tu)木(mu)(mu)(mu)工(gong)程專(zhuan)業的學(xue)科發展和卓越工(gong)程師教(jiao)育(yu)計劃提供(gong)一些(xie)有益(yi)的建議(yi)。

一、專(zhuan)業設置與培養方案(an)

新南威爾士大學(xue)(xue)(xue)土木(mu)與環境工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)學(xue)(xue)(xue)院隸屬于工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)學(xue)(xue)(xue)部(bu)，按專業分類主要有(you)土木(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)、環境工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)、測(ce)(ce)繪與地(di)(di)(di)理(li)空(kong)間(jian)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)三大專業。其中，土木(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)專業分為(wei)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施工(gong)(gong)(gong)(gong)(gong)(gong)與管理(li)、巖(yan)土工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)、結構(gou)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)、土木(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)與建筑四個(ge)方(fang)(fang)(fang)向(xiang)；環境工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)專業分為(wei)可持(chi)續(xu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)、交通(tong)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)、水(shui)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)三個(ge)方(fang)(fang)(fang)向(xiang)；測(ce)(ce)繪與地(di)(di)(di)理(li)空(kong)間(jian)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)專業分為(wei)土地(di)(di)(di)測(ce)(ce)繪與房地(di)(di)(di)產開發、工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)測(ce)(ce)量(liang)(liang)、采礦測(ce)(ce)量(liang)(liang)、水(shui)文測(ce)(ce)繪、地(di)(di)(di)理(li)空(kong)間(jian)科學(xue)(xue)(xue)與工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)、遙感(gan)和數字制圖六個(ge)方(fang)(fang)(fang)向(xiang)（圖1）。

結合以上(shang)的專業(ye)分類和(he)方向設(she)置，制定的研(yan)(yan)(yan)(yan)究(jiu)(jiu)領域主要(yao)有工(gong)程施(shi)(shi)工(gong)與管(guan)理(li)、環境工(gong)程、巖土工(gong)程、結構工(gong)程、測繪與地理(li)空間工(gong)程、交通(tong)工(gong)程、水工(gong)程共(gong)七大(da)領域。同(tong)時，設(she)置了研(yan)(yan)(yan)(yan)究(jiu)(jiu)中(zhong)(zhong)心(xin)(xin)(xin)，分別為測繪與地理(li)空間創新中(zhong)(zhong)心(xin)(xin)(xin)、基(ji)礎工(gong)程與安全中(zhong)(zhong)心(xin)(xin)(xin)、施(shi)(shi)工(gong)創新和(he)研(yan)(yan)(yan)(yan)究(jiu)(jiu)中(zhong)(zhong)心(xin)(xin)(xin)、可持續工(gong)程中(zhong)(zhong)心(xin)(xin)(xin)、水文與資源研(yan)(yan)(yan)(yan)究(jiu)(jiu)中(zhong)(zhong)心(xin)(xin)(xin)、凈(jing)水研(yan)(yan)(yan)(yan)究(jiu)(jiu)中(zhong)(zhong)心(xin)(xin)(xin)、澳(ao)大(da)利(li)亞(ya)住宅與基(ji)礎設(she)施(shi)(shi)氣候適應(ying)研(yan)(yan)(yan)(yan)究(jiu)(jiu)中(zhong)(zhong)心(xin)(xin)(xin)、集成化交通(tong)體系創新研(yan)(yan)(yan)(yan)究(jiu)(jiu)中(zhong)(zhong)心(xin)(xin)(xin)。

人(ren)才培(pei)養(yang)方案主要有三個(ge)層次，一是本科學士(shi)(shi)學位（Undergraduate degree）；二(er)是課(ke)程(cheng)研究生（Coursework Program，主要培(pei)養(yang)課(ke)程(cheng)碩(shuo)士(shi)(shi)學位）；三是研究型研究生（Research Program，又(you)分為碩(shuo)士(shi)(shi)和(he)博士(shi)(shi)兩個(ge)階段）。此(ci)外(wai)，還(huan)有一些(xie)面向社會的短期培(pei)訓(xun)模式，主要目的是為一些(xie)工(gong)程(cheng)技(ji)術(shu)人(ren)員的知識更新(xin)和(he)提高工(gong)作技(ji)能服務。

（一）本科生

在本科培養階段，主要有單(dan)學(xue)(xue)(xue)位和雙學(xue)(xue)(xue)位兩種模式。單(dan)學(xue)(xue)(xue)位一般學(xue)(xue)(xue)制4年(nian)，雙學(xue)(xue)(xue)位一般學(xue)(xue)(xue)制5～6年(nian)。學(xue)(xue)(xue)生的選擇靈(ling)活而又寬泛，在學(xue)(xue)(xue)期間可以(yi)交叉選擇藝術、科學(xue)(xue)(xue)、商貿、法律等(deng)雙學(xue)(xue)(xue)士學(xue)(xue)(xue)位課程。

本(ben)科單(dan)學位主(zhu)要包括土木(mu)工(gong)(gong)程(cheng)(cheng)(cheng)、環境(jing)工(gong)(gong)程(cheng)(cheng)(cheng)、土木(mu)工(gong)(gong)程(cheng)(cheng)(cheng)與建筑、測繪(hui)工(gong)(gong)程(cheng)(cheng)(cheng)、地理空間工(gong)(gong)程(cheng)(cheng)(cheng)等五(wu)類學士學位授予方向(xiang)。土木(mu)工(gong)(gong)程(cheng)(cheng)(cheng)專(zhuan)業方向(xiang)單(dan)學位的學生或多或少都要選(xuan)修一些(xie)與環境(jing)工(gong)(gong)程(cheng)(cheng)(cheng)相關的課程(cheng)(cheng)(cheng)，并完(wan)成(cheng)相應的學分要求(qiu)。

本(ben)科(ke)雙學(xue)(xue)位主要(yao)包括工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)與(yu)(yu)(yu)藝術、工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)與(yu)(yu)(yu)商貿、工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)與(yu)(yu)(yu)法律、工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)與(yu)(yu)(yu)科(ke)學(xue)(xue)、土(tu)(tu)木(mu)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)與(yu)(yu)(yu)其他工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)等五類(lei)學(xue)(xue)士學(xue)(xue)位授予方向(xiang)(xiang)。其中，土(tu)(tu)木(mu)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)與(yu)(yu)(yu)其他工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)方向(xiang)(xiang)的(de)(de)(de)學(xue)(xue)制(zhi)一(yi)(yi)般為5年(nian)(nian)(nian)(nian)，主要(yao)是土(tu)(tu)木(mu)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)與(yu)(yu)(yu)測繪(hui)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)、環境工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)、采礦工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)方向(xiang)(xiang)的(de)(de)(de)交(jiao)叉(cha)結合。工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)與(yu)(yu)(yu)藝術方向(xiang)(xiang)的(de)(de)(de)學(xue)(xue)制(zhi)一(yi)(yi)般為5～5.5年(nian)(nian)(nian)(nian)，工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)與(yu)(yu)(yu)商貿方向(xiang)(xiang)的(de)(de)(de)學(xue)(xue)制(zhi)一(yi)(yi)般為5.5年(nian)(nian)(nian)(nian)，工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)與(yu)(yu)(yu)法律方向(xiang)(xiang)的(de)(de)(de)學(xue)(xue)制(zhi)一(yi)(yi)般為6～6.5年(nian)(nian)(nian)(nian)，工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)與(yu)(yu)(yu)科(ke)學(xue)(xue)方向(xiang)(xiang)的(de)(de)(de)學(xue)(xue)制(zhi)一(yi)(yi)般為5年(nian)(nian)(nian)(nian)。

（二）課程研究生

課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)研究生不(bu)設(she)導師(shi)制(zhi)，主(zhu)要講授課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)，學生通(tong)過修(xiu)滿(man)指定的課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)和學分獲得碩(shuo)(shuo)(shuo)士學位，一(yi)般(ban)又(you)稱為課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)碩(shuo)(shuo)(shuo)士。課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)碩(shuo)(shuo)(shuo)士的學制(zhi)通(tong)常為2年，每(mei)學期(qi)需要修(xiu)滿(man)4門課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)，每(mei)門課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)一(yi)般(ban)通(tong)過階(jie)段性的PPT課(ke)(ke)(ke)(ke)(ke)(ke)(ke)堂討論(lun)、課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)論(lun)文(wen)、課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)考試來完成(cheng)。目前，課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)碩(shuo)(shuo)(shuo)士約(yue)占新南威爾士大學碩(shuo)(shuo)(shuo)士學生總數的絕大多數。提供課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)碩(shuo)(shuo)(shuo)士學位的專業方向主(zhu)要有土(tu)木(mu)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)、環境工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)、地理空間工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)、巖土(tu)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)與工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)地質、工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)管(guan)理、結構工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)、交通(tong)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)、水文(wen)與資(zi)源工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)、凈水與污(wu)水處理工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)。

課程碩士設(she)置三個培養(yang)層(ceng)次（圖2）。一是(shi)研(yan)究生課程認(ren)證(zheng)，主要為(wei)一些沒有本科(ke)學(xue)(xue)位的大(da)專生過渡學(xue)(xue)習階段(duan)；二是(shi)研(yan)究生學(xue)(xue)歷認(ren)證(zheng)，主要針對一些專業背景或學(xue)(xue)習成績(ji)達不到要求的本科(ke)生；

三是碩士學(xue)位認(ren)證(zheng)(zheng)，要(yao)求具備本專(zhuan)業本科學(xue)習背景，成績(ji)達到(dao)一定的要(yao)求，且(qie)有學(xue)士學(xue)位的學(xue)生(sheng)。課(ke)(ke)(ke)程(cheng)認(ren)證(zheng)(zheng)要(yao)修滿24學(xue)分和(he)(he)4門課(ke)(ke)(ke)程(cheng)，學(xue)歷認(ren)證(zheng)(zheng)要(yao)修滿48學(xue)分和(he)(he)8門課(ke)(ke)(ke)程(cheng)，學(xue)位認(ren)證(zheng)(zheng)要(yao)修滿96學(xue)分和(he)(he)16門課(ke)(ke)(ke)程(cheng)。

（三）研究(jiu)型研究(jiu)生

研究型研究生的(de)(de)(de)(de)學(xue)位授予主要分為哲學(xue)博(bo)士(shi)（Doctor of Philosophy）、工(gong)程(cheng)碩(shuo)士(shi)（Master of Engineering）與工(gong)程(cheng)科學(xue)碩(shuo)士(shi)（Master of Engineering Science）三類。與課(ke)(ke)程(cheng)碩(shuo)士(shi)不同的(de)(de)(de)(de)是，研究型研究生沒有具體的(de)(de)(de)(de)課(ke)(ke)程(cheng)和學(xue)分要求(qiu)，是在導(dao)師的(de)(de)(de)(de)指導(dao)下從事(shi)專業(ye)內(nei)某一領域的(de)(de)(de)(de)研究工(gong)作。

哲學(xue)博(bo)(bo)士(shi)按專業(ye)主要(yao)分為土木與環境工程、測(ce)繪與空間(jian)信息系統兩大類(lei)，學(xue)制一般(ban)為4年。本(ben)科生獲得學(xue)士(shi)學(xue)位(wei)以后可以選擇直讀(du)(du)博(bo)(bo)士(shi)，或(huo)者工作(zuo)幾年再讀(du)(du)博(bo)(bo)士(shi)，不需(xu)要(yao)有(you)碩士(shi)學(xue)位(wei)。博(bo)(bo)士(shi)論文(wen)的(de)長度一般(ban)不超過(guo)(guo)(guo)十萬字數，要(yao)經歷4年的(de)持續研(yan)(yan)(yan)究與學(xue)習。一般(ban)要(yao)求博(bo)(bo)士(shi)生每年做一次階段性(xing)研(yan)(yan)(yan)究報告，是對研(yan)(yan)(yan)究創新的(de)重要(yao)評估。如果未(wei)通過(guo)(guo)(guo)，推遲四個月再申請匯報；若再次沒有(you)通過(guo)(guo)(guo)一般(ban)作(zuo)退(tui)(tui)學(xue)處理。此外，博(bo)(bo)士(shi)階段雖然沒有(you)課(ke)程學(xue)習要(yao)求，但一般(ban)來說，學(xue)生會(hui)結合研(yan)(yan)(yan)究的(de)需(xu)要(yao)，去選修一些本(ben)科或(huo)課(ke)程碩士(shi)的(de)課(ke)程。博(bo)(bo)士(shi)學(xue)習階段的(de)退(tui)(tui)學(xue)率比較高(gao)，有(you)的(de)專業(ye)高(gao)達50%～60%。

工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)碩(shuo)(shuo)士(shi)(shi)與工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)科學(xue)(xue)(xue)(xue)碩(shuo)(shuo)士(shi)(shi)學(xue)(xue)(xue)(xue)制一(yi)般(ban)是(shi)2年，主要(yao)專業(ye)有(you)土(tu)木(mu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)、環境工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)、地理(li)(li)信息技術、巖土(tu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)與工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)地質(zhi)、項目管(guan)理(li)(li)、結(jie)構工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)、交通工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)、凈水(shui)與水(shui)文工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)、水(shui)資源等。工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)碩(shuo)(shuo)士(shi)(shi)著(zhu)重(zhong)培養(yang)學(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)應用能(neng)力，要(yao)求(qiu)學(xue)(xue)(xue)(xue)生(sheng)在(zai)(zai)應用中(zhong)提出一(yi)些獨到(dao)的(de)(de)(de)(de)見解或對應用技術有(you)所促(cu)進。工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)科學(xue)(xue)(xue)(xue)碩(shuo)(shuo)士(shi)(shi)著(zhu)重(zhong)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)中(zhong)的(de)(de)(de)(de)一(yi)些涉(she)及計算(suan)與分(fen)析的(de)(de)(de)(de)研(yan)究(jiu)問題，培養(yang)學(xue)(xue)(xue)(xue)生(sheng)從科學(xue)(xue)(xue)(xue)的(de)(de)(de)(de)角度去思考如何促(cu)進工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)技術應用的(de)(de)(de)(de)提升。一(yi)般(ban)具有(you)本科學(xue)(xue)(xue)(xue)位的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)生(sheng)可(ke)以選擇學(xue)(xue)(xue)(xue)習工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)碩(shuo)(shuo)士(shi)(shi)或工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)科學(xue)(xue)(xue)(xue)碩(shuo)(shuo)士(shi)(shi)，類似于博士(shi)(shi)。研(yan)究(jiu)型碩(shuo)(shuo)士(shi)(shi)的(de)(de)(de)(de)退學(xue)(xue)(xue)(xue)率(lv)也很高，在(zai)(zai)學(xue)(xue)(xue)(xue)期(qi)間需要(yao)定(ding)期(qi)匯報階段性研(yan)究(jiu)進展。

（四）比較研究

通(tong)過對(dui)新南(nan)威爾士大學(xue)土木工程(cheng)學(xue)科的(de)專(zhuan)業設置與(yu)培養方案(an)的(de)分析，可以(yi)得出以(yi)下幾(ji)點結論。

一(yi)是(shi)，專(zhuan)業設(she)置和(he)國內(nei)大(da)學類(lei)似，屬于“寬(kuan)口徑(jing)、厚基礎”的(de)(de)大(da)土木類(lei)型，既包(bao)括傳(chuan)統的(de)(de)土木工(gong)程(cheng)（建筑(zhu)工(gong)程(cheng)、地(di)下工(gong)程(cheng)、橋梁工(gong)程(cheng)、道路工(gong)程(cheng)），又包(bao)括交通工(gong)程(cheng)、工(gong)程(cheng)管理(li)、房(fang)地(di)產等(deng)方(fang)向。與國內(nei)大(da)學不同的(de)(de)是(shi)，土木工(gong)程(cheng)一(yi)般與環(huan)境工(gong)程(cheng)相結合，因此(ci)也包(bao)括一(yi)些與環(huan)境相關的(de)(de)專(zhuan)業或(huo)方(fang)向，比如可持續工(gong)程(cheng)、水工(gong)程(cheng)、測繪與地(di)理(li)空間工(gong)程(cheng)等(deng)。此(ci)外，本科生四年(nian)的(de)(de)學習不再(zai)細(xi)分專(zhuan)業方(fang)向，真正體現(xian)了“寬(kuan)口徑(jing)、厚基礎”的(de)(de)培(pei)養模(mo)式。

二是，本(ben)科(ke)生(sheng)(sheng)可(ke)以選(xuan)擇(ze)雙學(xue)位(wei)(wei)培(pei)養方案，在完成本(ben)專業學(xue)士學(xue)位(wei)(wei)的(de)課(ke)程和(he)學(xue)分要求以外，可(ke)以再選(xuan)修一些其他學(xue)院的(de)與科(ke)學(xue)、藝術、商(shang)貿、法律、經濟管理等相關的(de)學(xue)位(wei)(wei)。從這個角度來說，本(ben)科(ke)生(sheng)(sheng)的(de)專業和(he)學(xue)位(wei)(wei)選(xuan)擇(ze)余地(di)寬(kuan)泛(fan)，有(you)利于學(xue)生(sheng)(sheng)的(de)均衡(heng)教育和(he)視野拓展(zhan)。此(ci)外，部分對從事科(ke)學(xue)研究感興趣(qu)的(de)本(ben)科(ke)生(sheng)(sheng)也可(ke)以直接選(xuan)擇(ze)攻(gong)讀(du)博士學(xue)位(wei)(wei)。

三是(shi)，課(ke)程研(yan)究(jiu)生培(pei)養方案給一些(xie)不愿(yuan)意從事科學研(yan)究(jiu)，又想獲(huo)得碩士研(yan)究(jiu)生學歷或學位的本科生提(ti)供了教(jiao)育機會。他們可以通過(guo)修滿(man)一些(xie)課(ke)程和(he)達到規定的學分要(yao)求，從而獲(huo)得課(ke)程碩士學位，部(bu)分本科生也可以通過(guo)這個階段進一步(bu)提(ti)升自己的專業知(zhi)識(shi)水平和(he)工作技能。

四是(shi)，研(yan)究型(xing)研(yan)究生一般(ban)沒(mei)有課程和學(xue)分要求，這(zhe)樣有助于學(xue)生盡快進(jin)(jin)入研(yan)究狀(zhuang)態，安心于研(yan)究興趣(qu)。研(yan)究型(xing)碩士又(you)分為工程碩士和工程科學(xue)碩士兩種類(lei)型(xing)，有助于學(xue)生結合自(zi)身情(qing)況進(jin)(jin)行靈活選(xuan)擇。

五是，研(yan)究(jiu)階段沒有的(de)硬性要(yao)求，但對研(yan)究(jiu)的(de)創新(xin)性要(yao)求較高。比(bi)如針對博士的(de)培(pei)養，每(mei)年(nian)學(xue)生都要(yao)匯(hui)報(bao)階段性研(yan)究(jiu)進(jin)展。由相關領(ling)域的(de)學(xue)者進(jin)行評(ping)價(jia)，給(gei)出是否可以繼續(xu)研(yan)究(jiu)的(de)建(jian)議(yi)。論文完成(cheng)后不設置答辯環節，而(er)是采用函評(ping)的(de)方式(shi)(shi)由世界范圍(wei)內的(de)著名學(xue)者進(jin)行評(ping)閱，并(bing)給(gei)出是否達到(dao)授(shou)予學(xue)位要(yao)求的(de)評(ping)價(jia)，真正(zheng)體現了“寬進(jin)嚴出”的(de)培(pei)養模式(shi)(shi)。

二、 課程設置

（一）本科生

土木工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)專(zhuan)業本(ben)科生所(suo)修課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)和學(xue)分(fen)如圖3所(suo)示(shi)。課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)主要分(fen)為(wei)基礎(chu)(chu)課(ke)(ke)、專(zhuan)業基礎(chu)(chu)課(ke)(ke)、專(zhuan)業課(ke)(ke)和實(shi)踐四(si)大(da)模塊。第一學(xue)年主要以(yi)基礎(chu)(chu)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)為(wei)主，包括數學(xue)、物理(li)、材料、化學(xue)、力(li)(li)學(xue)、各類基礎(chu)(chu)設施體(ti)系、工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)師基本(ben)概念(nian)、工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)設計與(yu)創新等；第二學(xue)年以(yi)專(zhuan)業基礎(chu)(chu)課(ke)(ke)和專(zhuan)業課(ke)(ke)為(wei)主，包括固體(ti)力(li)(li)學(xue)、水工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)、交通與(yu)公路(lu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)、工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)計算與(yu)施工(gong)(gong)(gong)、通識教(jiao)(jiao)育、結(jie)構分(fen)析(xi)與(yu)建模等；第三學(xue)年以(yi)專(zhuan)業課(ke)(ke)為(wei)主，包括工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)運營與(yu)控制(zhi)、土力(li)(li)學(xue)、鋼與(yu)混(hun)凝土結(jie)構、水力(li)(li)資源工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)、土木工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)實(shi)踐、應用土工(gong)(gong)(gong)技術與(yu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)地質、給水排水工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)等；第四(si)學(xue)年是實(shi)踐環節，除了(le)通識教(jiao)(jiao)育以(yi)外，主要包括與(yu)實(shi)際工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)相結(jie)合的畢(bi)業論(lun)文專(zhuan)題，以(yi)及(ji)一些專(zhuan)業選修課(ke)(ke)。

以(yi)上每(mei)門課(ke)(ke)程(cheng)均為6個學(xue)(xue)分，每(mei)學(xue)(xue)期一般(ban)安排4門課(ke)(ke)程(cheng)，學(xue)(xue)生(sheng)四(si)年(nian)需要(yao)修(xiu)(xiu)滿(man)192個學(xue)(xue)分，方可獲得學(xue)(xue)士學(xue)(xue)位。從課(ke)(ke)程(cheng)設置(zhi)來看，體現了(le)土木(mu)工(gong)程(cheng)學(xue)(xue)科寬泛的特點，在第(di)四(si)年(nian)的選修(xiu)(xiu)實踐課(ke)(ke)中，學(xue)(xue)生(sheng)可以(yi)靈活選擇自己所(suo)感(gan)興趣的工(gong)程(cheng)方向(xiang)。

（二）課程研究生

土木工程(cheng)(cheng)專業課程(cheng)(cheng)研(yan)究生的(de)課程(cheng)(cheng)設置如圖(tu)4所示。這些課程(cheng)(cheng)充分體現(xian)了工程(cheng)(cheng)教育寬泛(fan)的(de)特點，既包括與(yu)土木工程(cheng)(cheng)設計(ji)、施(shi)工和管理相關的(de)基本課程(cheng)(cheng)，又包括與(yu)經濟、環境、可持續發展(zhan)相關的(de)選修(xiu)課程(cheng)(cheng)。

允許(xu)課程(cheng)研究(jiu)生(sheng)跨專業(ye)(ye)背景(jing)(jing)學(xue)(xue)習，如果學(xue)(xue)生(sheng)來自于其他專業(ye)(ye)或者(zhe)沒有(you)修完土木工程(cheng)專業(ye)(ye)本科課程(cheng)，一般(ban)會被建議增加選修一些(xie)相(xiang)關的(de)課程(cheng)，以便增強本專業(ye)(ye)的(de)知識(shi)背景(jing)(jing)。課程(cheng)設(she)置的(de)類(lei)別和數量主(zhu)要(yao)以培養學(xue)(xue)生(sheng)具備解(jie)決與工程(cheng)管理、巖土工程(cheng)、結構、測繪、交通、給水(shui)排水(shui)等(deng)領域相(xiang)關的(de)高等(deng)學(xue)(xue)科知識(shi)為主(zhu)。

（三） 比較研究

通過(guo)對(dui)新南(nan)威爾士(shi)大學土木工程專(zhuan)業本科生和課(ke)程研究生的課(ke)程設(she)置分析，可以得出以下幾(ji)點結(jie)論。

一(yi)是每(mei)門課(ke)程(cheng)均設置為6個學(xue)(xue)(xue)(xue)分，每(mei)學(xue)(xue)(xue)(xue)期一(yi)般(ban)固定4門課(ke)程(cheng)，學(xue)(xue)(xue)(xue)分制度和(he)(he)課(ke)程(cheng)數量(liang)設置合理(li)，有(you)助于學(xue)(xue)(xue)(xue)生(sheng)更好地(di)學(xue)(xue)(xue)(xue)習和(he)(he)理(li)解專(zhuan)(zhuan)業(ye)知識。國內大學(xue)(xue)(xue)(xue)土木工程(cheng)專(zhuan)(zhuan)業(ye)課(ke)程(cheng)的(de)(de)學(xue)(xue)(xue)(xue)分一(yi)般(ban)從1～4.5不等，學(xue)(xue)(xue)(xue)分設置分散，課(ke)程(cheng)學(xue)(xue)(xue)(xue)時(shi)也(ye)很(hen)分散，有(you)的(de)(de)課(ke)程(cheng)僅僅設置為幾周時(shi)間，有(you)的(de)(de)課(ke)程(cheng)卻跨度一(yi)個學(xue)(xue)(xue)(xue)年。分散的(de)(de)學(xue)(xue)(xue)(xue)時(shi)和(he)(he)學(xue)(xue)(xue)(xue)分設置既不利(li)于學(xue)(xue)(xue)(xue)生(sheng)選修課(ke)程(cheng)，也(ye)不利(li)于學(xue)(xue)(xue)(xue)生(sheng)對(dui)專(zhuan)(zhuan)業(ye)知識的(de)(de)充分理(li)解和(he)(he)消化。

二是由(you)于(yu)本科(ke)教育階(jie)段(duan)設(she)置了(le)雙學(xue)位培養模式(shi)，本科(ke)生(sheng)可(ke)以自(zi)(zi)由(you)選(xuan)擇自(zi)(zi)己感興趣的學(xue)科(ke)或專業的課(ke)(ke)程(cheng)。課(ke)(ke)程(cheng)研究生(sheng)也設(she)置不(bu)同(tong)的學(xue)位授予(yu)類型，可(ke)以在土(tu)木工程(cheng)專業范圍內(nei)自(zi)(zi)由(you)選(xuan)擇不(bu)同(tong)方(fang)向的課(ke)(ke)程(cheng)，也可(ke)以跨不(bu)同(tong)專業或方(fang)向交叉選(xuan)擇課(ke)(ke)程(cheng)。

三(san)是實(shi)踐環節(jie)設(she)置是直接與實(shi)際工(gong)(gong)程相關聯的(de)(de)，一般(ban)鼓勵學(xue)生(sheng)在(zai)工(gong)(gong)程單(dan)位(wei)實(shi)習(xi)期間同時完(wan)成畢業論文，增設(she)一些(xie)實(shi)踐選修課(ke)程，這些(xie)課(ke)程可能就(jiu)開設(she)在(zai)實(shi)驗室或(huo)工(gong)(gong)程單(dan)位(wei)，以鼓勵對不同工(gong)(gong)程感興(xing)趣(qu)的(de)(de)學(xue)生(sheng)自由選擇(ze)學(xue)習(xi)。

四是對(dui)研究(jiu)(jiu)型研究(jiu)(jiu)生(sheng)雖然沒有(you)課程(cheng)(cheng)和學分要(yao)求，但(dan)會要(yao)求他(ta)們根據不同(tong)的(de)(de)研究(jiu)(jiu)方(fang)向和研究(jiu)(jiu)方(fang)法有(you)針對(dui)性地選(xuan)擇(ze)某些課程(cheng)(cheng)學習或直接去旁(pang)聽(ting)。比(bi)如(ru)，從(cong)事(shi)數(shu)值分析(xi)的(de)(de)研究(jiu)(jiu)生(sheng)可以選(xuan)擇(ze)一些高等(deng)工程(cheng)(cheng)數(shu)學課程(cheng)(cheng)，從(cong)事(shi)計(ji)算機編程(cheng)(cheng)與模擬的(de)(de)可以選(xuan)擇(ze)一些計(ji)算機程(cheng)(cheng)序(xu)課程(cheng)(cheng)。

三、結語

通過對新南威(wei)爾士大學土木(mu)工(gong)(gong)程專(zhuan)業的(de)(de)培養方(fang)案(an)、學制、專(zhuan)業與(yu)課程設(she)置等方(fang)面的(de)(de)教育模式(shi)進行分析(xi)和(he)比較，提出了(le)一些建議，為國內高校土木(mu)工(gong)(gong)程專(zhuan)業的(de)(de)建設(she)、培養模式(shi)的(de)(de)改革(ge)、卓(zhuo)越工(gong)(gong)程師教育計劃的(de)(de)實施提供借鑒。

（1）土木工(gong)程專業(ye)設置(zhi)寬泛，培(pei)養(yang)方式靈活，真正體現(xian)了“寬口(kou)徑、厚基礎”的大土木培(pei)養(yang)模式。

（2）本科(ke)教育階段設置單學(xue)位(wei)(wei)與雙(shuang)學(xue)位(wei)(wei)并重培養機(ji)制，學(xue)生(sheng)不(bu)僅可以在本學(xue)科(ke)獲(huo)得學(xue)位(wei)(wei)，還(huan)可以在不(bu)同的(de)學(xue)科(ke)和專業間學(xue)習相關課程(cheng)，取得相關的(de)學(xue)位(wei)(wei)。

（3）課程(cheng)設置體現了學(xue)科教育的寬泛特點，單門(men)(men)課程(cheng)固定(ding)為6個學(xue)分(fen)，每(mei)學(xue)期(qi)固定(ding)4門(men)(men)課程(cheng)，課程(cheng)學(xue)時(shi)和(he)學(xue)分(fen)緊湊集中(zhong)。

（4）本科階(jie)段的(de)實(shi)踐(jian)環節一般(ban)要求學(xue)生在工(gong)程(cheng)單位完(wan)成，既(ji)包括結合實(shi)際工(gong)程(cheng)案例完(wan)成的(de)畢業(ye)論文，又包括一些(xie)與不同工(gong)程(cheng)類型相關的(de)實(shi)踐(jian)選(xuan)修課程(cheng)的(de)學(xue)習。

（5）研(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)培養分(fen)為課(ke)(ke)程(cheng)(cheng)(cheng)研(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)（碩士）、研(yan)(yan)(yan)(yan)究(jiu)(jiu)型研(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)（碩士和博士）兩個層次。課(ke)(ke)程(cheng)(cheng)(cheng)碩士不設導(dao)師(shi)制(zhi)，不需要(yao)從(cong)(cong)事(shi)研(yan)(yan)(yan)(yan)究(jiu)(jiu)，主(zhu)要(yao)是完成相關專業(ye)的(de)課(ke)(ke)程(cheng)(cheng)(cheng)學(xue)習(xi)。研(yan)(yan)(yan)(yan)究(jiu)(jiu)型研(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)沒有課(ke)(ke)程(cheng)(cheng)(cheng)學(xue)習(xi)和學(xue)分(fen)要(yao)求，主(zhu)要(yao)從(cong)(cong)事(shi)相關領(ling)域(yu)的(de)研(yan)(yan)(yan)(yan)究(jiu)(jiu)工作。

（6）研(yan)究(jiu)型研(yan)究(jiu)生的(de)培(pei)養充分體現了“寬進(jin)嚴出”的(de)培(pei)養模(mo)式，沒有硬性的(de)要求，每年(nian)定期進(jin)行階段性研(yan)究(jiu)進(jin)展匯報(bao)，優(you)勝劣(lie)汰，淘汰率較高。

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[7]饒平(ping)(ping)平(ping)(ping)，陳有亮，宋忠強.依托中(zhong)德合作與(yu)交流(liu)的土木工程辦學研(yan)究與(yu)實踐(jian)[J].中(zhong)國電力教育，2013（10）：55-56.

[8]馬士(shi)賓，李寧(ning)利(li)，張彩利(li)，等.臺灣(wan)大學(xue)土木工(gong)程專業本(ben)科培養(yang)特色的分析與(yu)啟示[J].當(dang)代教(jiao)育理論與(yu)實踐，2015，7（4）：55-57.

篇5

關鍵詞：經濟管理能力；教學方(fang)法；綜合能力

0引言

 土(tu)(tu)(tu)(tu)木(mu)工程專(zhuan)業(ye)是一門應用技(ji)術型學(xue)科(ke)(ke)，培(pei)養(yang)(yang)(yang)目標(biao)為(wei)培(pei)養(yang)(yang)(yang)符合(he)社會需(xu)要，滿足市(shi)場(chang)需(xu)求，具有一定人文(wen)社科(ke)(ke)、經濟管(guan)(guan)理(li)(li)(li)等科(ke)(ke)學(xue)素養(yang)(yang)(yang)，具備(bei)從事土(tu)(tu)(tu)(tu)木(mu)工程建(jian)造及工程項目管(guan)(guan)理(li)(li)(li)的(de)復合(he)型高(gao)級技(ji)術與(yu)管(guan)(guan)理(li)(li)(li)人才。從培(pei)養(yang)(yang)(yang)目標(biao)可以看(kan)出，土(tu)(tu)(tu)(tu)木(mu)工程專(zhuan)業(ye)學(xue)生在掌握土(tu)(tu)(tu)(tu)木(mu)工程專(zhuan)業(ye)技(ji)術知識的(de)同時，還必(bi)須具備(bei)相應的(de)經濟、管(guan)(guan)理(li)(li)(li)類知識，要通(tong)曉經濟、精于管(guan)(guan)理(li)(li)(li)。提(ti)高(gao)土(tu)(tu)(tu)(tu)木(mu)工程專(zhuan)業(ye)學(xue)生經濟管(guan)(guan)理(li)(li)(li)類課程的(de)教學(xue)效(xiao)果，提(ti)高(gao)學(xue)生經濟管(guan)(guan)理(li)(li)(li)能力十(shi)分必(bi)要。

1土木工程專業課程設置

經濟(ji)(ji)管(guan)理(li)(li)類(lei)課(ke)程(cheng)(cheng)(cheng)是(shi)土木工(gong)(gong)程(cheng)(cheng)(cheng)專(zhuan)(zhuan)業(ye)課(ke)程(cheng)(cheng)(cheng)體系中的(de)一(yi)個非常重要的(de)專(zhuan)(zhuan)業(ye)課(ke)程(cheng)(cheng)(cheng)模塊，起到培養(yang)學(xue)(xue)生經濟(ji)(ji)管(guan)理(li)(li)能力(li)的(de)作用。西安科技大(da)學(xue)(xue)土木工(gong)(gong)程(cheng)(cheng)(cheng)專(zhuan)(zhuan)業(ye)經濟(ji)(ji)管(guan)理(li)(li)類(lei)課(ke)程(cheng)(cheng)(cheng)有工(gong)(gong)程(cheng)(cheng)(cheng)經濟(ji)(ji)與項(xiang)目(mu)管(guan)理(li)(li)、施(shi)工(gong)(gong)組織(zhi)與概預算、房地產開(kai)發與經營、建設法(fa)規與工(gong)(gong)程(cheng)(cheng)(cheng)監(jian)理(li)(li)等，它們共同構筑(zhu)一(yi)個課(ke)程(cheng)(cheng)(cheng)平臺，目(mu)的(de)是(shi)培養(yang)學(xue)(xue)生具有工(gong)(gong)程(cheng)(cheng)(cheng)項(xiang)目(mu)全過程(cheng)(cheng)(cheng)管(guan)理(li)(li)、招投標(biao)管(guan)理(li)(li)、合同管(guan)理(li)(li)和工(gong)(gong)程(cheng)(cheng)(cheng)監(jian)理(li)(li)能力(li)。

2土木工程專業(ye)學生的就業(ye)方(fang)向

資料顯示(shi)，土木(mu)工(gong)(gong)(gong)程(cheng)專業本科(ke)畢業生(sheng)除少部分進入(ru)更高層(ceng)次的(de)學習(xi)階段，其余大(da)部分畢業生(sheng)均走(zou)向(xiang)與(yu)工(gong)(gong)(gong)程(cheng)實際相關的(de)工(gong)(gong)(gong)作(zuo)崗位(wei)，如(ru)建設單(dan)位(wei)、施(shi)工(gong)(gong)(gong)單(dan)位(wei)、監(jian)理(li)單(dan)位(wei)等(deng)，從事房地產(chan)開發、施(shi)工(gong)(gong)(gong)管理(li)、工(gong)(gong)(gong)程(cheng)監(jian)理(li)等(deng)工(gong)(gong)(gong)作(zuo)。參與(yu)市(shi)場競爭，就需要具備較(jiao)強(qiang)的(de)技(ji)術實力和工(gong)(gong)(gong)程(cheng)項目(mu)管理(li)水平，懂施(shi)工(gong)(gong)(gong)會管理(li)，即具備工(gong)(gong)(gong)程(cheng)項目(mu)可行性分析與(yu)效果評價能力，能參與(yu)工(gong)(gong)(gong)程(cheng)招投標(biao)，掌握概預算的(de)編制，精通法(fa)(fa)律法(fa)(fa)規及合同(tong)等(deng)。土木(mu)工(gong)(gong)(gong)程(cheng)專業學生(sheng)應(ying)在掌握土木(mu)工(gong)(gong)(gong)程(cheng)技(ji)術知識(shi)的(de)同(tong)時，具備必(bi)要的(de)經濟管理(li)類知識(shi)。

3經濟管理類課程教(jiao)學(xue)過程中的問題

3.1學(xue)生對課程的重視(shi)程度不夠

土(tu)木(mu)工程(cheng)專業的(de)(de)(de)一部分學生認為(wei)(wei)(wei)，土(tu)木(mu)工程(cheng)專業主(zhu)要應以學習技(ji)術為(wei)(wei)(wei)主(zhu)，經(jing)(jing)濟管(guan)理類(lei)(lei)課(ke)程(cheng)的(de)(de)(de)開設只是點(dian)綴。與(yu)大部分專業課(ke)程(cheng)相比，經(jing)(jing)濟管(guan)理類(lei)(lei)課(ke)程(cheng)的(de)(de)(de)重要性未被普(pu)遍(bian)認可，學生認為(wei)(wei)(wei)經(jing)(jing)濟管(guan)理類(lei)(lei)知(zhi)識對(dui)(dui)將來的(de)(de)(de)就(jiu)業起不到多大作用。對(dui)(dui)待經(jing)(jing)濟管(guan)理類(lei)(lei)課(ke)程(cheng)的(de)(de)(de)態度為(wei)(wei)(wei)缺乏(fa)主(zhu)動性和(he)積極性，沒有足夠的(de)(de)(de)興趣，被動學習。

3.2缺(que)少必要的實踐環(huan)節

經濟管理(li)類課程對實踐(jian)性要(yao)求(qiu)較強，要(yao)在相(xiang)應(ying)理(li)論的指導下結合(he)具體的工程實際進行理(li)論分(fen)析(xi)。但在實際教學(xue)(xue)過程中(zhong)，因(yin)缺少實踐(jian)環節(jie)，部(bu)分(fen)學(xue)(xue)生對工程實際情況了解不深，在結合(he)案例教學(xue)(xue)時，相(xiang)應(ying)的理(li)論分(fen)析(xi)就比較困難。

4強(qiang)化土木工(gong)程專(zhuan)業學(xue)生經濟管理能力的(de)措施

4.1經濟(ji)管理類(lei)知識的合理配置

在土木(mu)工(gong)程(cheng)的(de)(de)(de)(de)專業課(ke)程(cheng)設置中，經濟(ji)管(guan)(guan)理類(lei)課(ke)程(cheng)的(de)(de)(de)(de)數量很(hen)少，這對(dui)學生(sheng)管(guan)(guan)理能力的(de)(de)(de)(de)培養和(he)實際(ji)應(ying)(ying)用(yong)遠遠不夠(gou)。一名優(you)(you)秀(xiu)的(de)(de)(de)(de)工(gong)程(cheng)技(ji)術人員必須(xu)掌握相(xiang)應(ying)(ying)的(de)(de)(de)(de)經濟(ji)管(guan)(guan)理類(lei)知識，才(cai)能使所完成的(de)(de)(de)(de)項目(mu)達到三大目(mu)標的(de)(de)(de)(de)相(xiang)對(dui)較優(you)(you)。根(gen)據(ju)工(gong)程(cheng)建設的(de)(de)(de)(de)性(xing)(xing)(xing)質及(ji)社會(hui)對(dui)學生(sheng)的(de)(de)(de)(de)要求(qiu)，還(huan)可開設工(gong)程(cheng)項目(mu)可行性(xing)(xing)(xing)分析、招標與投標、工(gong)程(cheng)合同管(guan)(guan)理等方(fang)面的(de)(de)(de)(de)課(ke)程(cheng)，以(yi)(yi)適應(ying)(ying)這一需(xu)求(qiu)。同時還(huan)需(xu)提高(gao)學生(sheng)在學習過程(cheng)中的(de)(de)(de)(de)重(zhong)(zhong)視程(cheng)度(du)。對(dui)經濟(ji)管(guan)(guan)理類(lei)課(ke)程(cheng)的(de)(de)(de)(de)重(zhong)(zhong)要性(xing)(xing)(xing)和(he)實際(ji)應(ying)(ying)用(yong)以(yi)(yi)案(an)例(li)形(xing)式加以(yi)(yi)講解，在授(shou)課(ke)過程(cheng)中不斷(duan)強化，使其從根(gen)本上(shang)認(ren)識到開設經濟(ji)管(guan)(guan)理類(lei)課(ke)程(cheng)的(de)(de)(de)(de)必要性(xing)(xing)(xing)和(he)重(zhong)(zhong)要性(xing)(xing)(xing)。

4.2調整教學方法，培養學生的主觀能(neng)動(dong)性(xing)

在教(jiao)學(xue)(xue)(xue)方法(fa)上，可適(shi)當改變教(jiao)學(xue)(xue)(xue)內容(rong)和方法(fa)，以(yi)培(pei)(pei)養學(xue)(xue)(xue)生(sheng)(sheng)學(xue)(xue)(xue)習興趣。采取各(ge)種開發潛能的有(you)效(xiao)措施，改進(jin)課堂(tang)(tang)教(jiao)學(xue)(xue)(xue)，提高(gao)學(xue)(xue)(xue)生(sheng)(sheng)的自學(xue)(xue)(xue)能力(li)和主(zhu)動(dong)思考能力(li)。將經(jing)濟管(guan)理(li)類(lei)知識(shi)的理(li)論與(yu)實(shi)踐相結(jie)(jie)合，需教(jiao)學(xue)(xue)(xue)內容(rong)及教(jiao)學(xue)(xue)(xue)方法(fa)的緊密配合。如精(jing)心(xin)準備與(yu)工程(cheng)(cheng)實(shi)際相聯系的有(you)影響的成功管(guan)理(li)的實(shi)例作為案例，這能引(yin)起學(xue)(xue)(xue)生(sheng)(sheng)興趣，有(you)益于(yu)學(xue)(xue)(xue)生(sheng)(sheng)創(chuang)造性思維的培(pei)(pei)養，有(you)助于(yu)學(xue)(xue)(xue)生(sheng)(sheng)對課程(cheng)(cheng)的整體知識(shi)結(jie)(jie)構形(xing)成更(geng)深層次的理(li)解，培(pei)(pei)養具(ju)有(you)廣泛遷(qian)移價(jia)值(zhi)的問(wen)題求(qiu)解策略，并使學(xue)(xue)(xue)生(sheng)(sheng)形(xing)成對這門課程(cheng)(cheng)學(xue)(xue)(xue)習的積極態度。還可將講座環節引(yin)入課堂(tang)(tang)，邀請實(shi)踐經(jing)驗豐富(fu)的工程(cheng)(cheng)技術(shu)人(ren)(ren)員(yuan)及企業的管(guan)理(li)人(ren)(ren)員(yuan)作報告(gao)，以(yi)切身的經(jing)驗培(pei)(pei)養學(xue)(xue)(xue)生(sheng)(sheng)的學(xue)(xue)(xue)習興趣。

4.3綜合(he)能力的提高

當今時代對人才的(de)創(chuang)(chuang)(chuang)新精(jing)神提出了更高的(de)要求，學(xue)(xue)(xue)(xue)生要具備在(zai)社(she)會活動(dong)中把握自己、發掘創(chuang)(chuang)(chuang)新思(si)(si)維(wei)的(de)能(neng)力(li)(li)。經濟管理類知(zhi)識(shi)在(zai)培(pei)養學(xue)(xue)(xue)(xue)生創(chuang)(chuang)(chuang)造(zao)性(xing)思(si)(si)維(wei)方(fang)面(mian)具有(you)特別的(de)優勢(shi)。學(xue)(xue)(xue)(xue)生通過學(xue)(xue)(xue)(xue)習經濟、管理、法律等各方(fang)面(mian)知(zhi)識(shi)，可以開拓眼(yan)界，培(pei)養創(chuang)(chuang)(chuang)造(zao)性(xing)思(si)(si)維(wei)。運用創(chuang)(chuang)(chuang)造(zao)性(xing)思(si)(si)維(wei)進行判斷、決策，更為科學(xue)(xue)(xue)(xue)、準確(que)，能(neng)更順利地解(jie)決實際(ji)問(wen)題(ti)。經濟管理類知(zhi)識(shi)還有(you)益于(yu)培(pei)養學(xue)(xue)(xue)(xue)生的(de)實際(ji)操作能(neng)力(li)(li)，如論文(wen)撰寫，查閱資(zi)料，市場調研(yan)等，這(zhe)些(xie)對學(xue)(xue)(xue)(xue)生今后的(de)實際(ji)工作有(you)直接的(de)幫助。

5結語

經(jing)濟(ji)管理(li)類知識是土木(mu)工(gong)程(cheng)專業知識的(de)重(zhong)要組成部分。作為(wei)未來的(de)工(gong)程(cheng)技術(shu)人員，掌握(wo)必備(bei)的(de)經(jing)濟(ji)管理(li)知識并付諸實踐，是十分必要的(de)。提高學生對經(jing)濟(ji)管理(li)類課程(cheng)的(de)重(zhong)視程(cheng)度，強化經(jing)濟(ji)管理(li)能力的(de)培(pei)養具有非常重(zhong)要的(de)意義。

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篇6

【關鍵詞(ci)】土木工程卓越工程師(shi)培養(yang)方案

1.土木工程專(zhuan)業(ye)人才培(pei)養(yang)現狀

入世后(hou)，我(wo)國(guo)(guo)(guo)建(jian)筑(zhu)業(ye)(ye)(ye)(ye)(ye)的(de)(de)(de)(de)(de)(de)發展(zhan)迎來(lai)了(le)(le)前所未(wei)有(you)的(de)(de)(de)(de)(de)(de)機遇，面對建(jian)筑(zhu)人(ren)(ren)才市場(chang)更為激(ji)(ji)烈的(de)(de)(de)(de)(de)(de)競爭，高(gao)(gao)校對建(jian)筑(zhu)人(ren)(ren)才的(de)(de)(de)(de)(de)(de)培(pei)養應(ying)盡快適應(ying)向(xiang)“大土(tu)(tu)(tu)木(mu)(mu)”的(de)(de)(de)(de)(de)(de)轉(zhuan)(zhuan)變(bian)(bian)，培(pei)養適應(ying)現代(dai)化(hua)(hua)建(jian)設需要(yao)，具備土(tu)(tu)(tu)木(mu)(mu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)技術及工(gong)(gong)(gong)程(cheng)(cheng)(cheng)管理(li)相(xiang)關的(de)(de)(de)(de)(de)(de)管理(li)、經(jing)濟和(he)法(fa)律等(deng)基(ji)本知識，獲得(de)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)師基(ji)本訓(xun)練，具有(you)一(yi)定的(de)(de)(de)(de)(de)(de)實踐能(neng)力(li)、創新(xin)能(neng)力(li)的(de)(de)(de)(de)(de)(de)高(gao)(gao)級工(gong)(gong)(gong)程(cheng)(cheng)(cheng)管理(li)人(ren)(ren)才。目(mu)前我(wo)國(guo)(guo)(guo)高(gao)(gao)等(deng)院校在土(tu)(tu)(tu)木(mu)(mu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)專(zhuan)業(ye)(ye)(ye)(ye)(ye)人(ren)(ren)才培(pei)養主(zhu)要(yao)存在如下問(wen)題：一(yi)是(shi)(shi)課(ke)(ke)程(cheng)(cheng)(cheng)體系和(he)教學(xue)(xue)(xue)(xue)內容不(bu)合理(li)，教學(xue)(xue)(xue)(xue)效(xiao)(xiao)果不(bu)夠理(li)想。土(tu)(tu)(tu)木(mu)(mu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)涵蓋了(le)(le)原(yuan)建(jian)筑(zhu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)、交(jiao)通(tong)土(tu)(tu)(tu)建(jian)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)、地下建(jian)筑(zhu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)等(deng)八個專(zhuan)業(ye)(ye)(ye)(ye)(ye)，專(zhuan)業(ye)(ye)(ye)(ye)(ye)覆蓋面寬，由此可見，就(jiu)現實情(qing)況來(lai)看，“厚基(ji)礎、寬口徑”的(de)(de)(de)(de)(de)(de)具體做法(fa)，大多理(li)解為多加幾(ji)門基(ji)礎課(ke)(ke)和(he)相(xiang)關專(zhuan)業(ye)(ye)(ye)(ye)(ye)課(ke)(ke)，而忽視了(le)(le)建(jian)立合理(li)的(de)(de)(de)(de)(de)(de)課(ke)(ke)程(cheng)(cheng)(cheng)體系和(he)優選教學(xue)(xue)(xue)(xue)內容等(deng)諸多方面，實際(ji)(ji)的(de)(de)(de)(de)(de)(de)效(xiao)(xiao)果與理(li)想相(xiang)去甚(shen)遠。二是(shi)(shi)考試注重理(li)論測試，忽視技能(neng)等(deng)方面的(de)(de)(de)(de)(de)(de)考核。不(bu)能(neng)有(you)效(xiao)(xiao)地激(ji)(ji)勵學(xue)(xue)(xue)(xue)生(sheng)持續不(bu)斷地探索、學(xue)(xue)(xue)(xue)習與創新(xin)。三(san)是(shi)(shi)教學(xue)(xue)(xue)(xue)方法(fa)單(dan)一(yi)、教學(xue)(xue)(xue)(xue)手段仍(reng)存在較大局(ju)限。我(wo)國(guo)(guo)(guo)的(de)(de)(de)(de)(de)(de)土(tu)(tu)(tu)木(mu)(mu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)專(zhuan)業(ye)(ye)(ye)(ye)(ye)基(ji)本上仍(reng)屬于“填鴨式”單(dan)一(yi)教育方法(fa)，給學(xue)(xue)(xue)(xue)生(sheng)創造自(zi)主(zhu)學(xue)(xue)(xue)(xue)習，科學(xue)(xue)(xue)(xue)思(si)維(wei)的(de)(de)(de)(de)(de)(de)環境(jing)仍(reng)顯不(bu)夠，另外實踐教學(xue)(xue)(xue)(xue)與課(ke)(ke)程(cheng)(cheng)(cheng)分離(li)，這種(zhong)做法(fa)雖有(you)利(li)于組(zu)織教學(xue)(xue)(xue)(xue)，但不(bu)利(li)于提高(gao)(gao)學(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)(de)(de)實踐能(neng)力(li)。對建(jian)筑(zhu)類(lei)企(qi)(qi)業(ye)(ye)(ye)(ye)(ye)來(lai)說，現在面臨(lin)國(guo)(guo)(guo)內、國(guo)(guo)(guo)際(ji)(ji)兩方面的(de)(de)(de)(de)(de)(de)變(bian)(bian)革要(yao)求：在國(guo)(guo)(guo)內，土(tu)(tu)(tu)木(mu)(mu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)融合，綜(zong)合性(xing)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)項(xiang)目(mu)的(de)(de)(de)(de)(de)(de)增(zeng)加，特別是(shi)(shi)經(jing)濟體制(zhi)、就(jiu)業(ye)(ye)(ye)(ye)(ye)機制(zhi)的(de)(de)(de)(de)(de)(de)變(bian)(bian)化(hua)(hua)，使(shi)得(de)綜(zong)合素質高(gao)(gao)、專(zhuan)業(ye)(ye)(ye)(ye)(ye)口徑寬、適應(ying)性(xing)強(qiang)成(cheng)為社會對人(ren)(ren)才的(de)(de)(de)(de)(de)(de)最基(ji)本要(yao)求，教學(xue)(xue)(xue)(xue)計劃必(bi)須適應(ying)這種(zhong)轉(zhuan)(zhuan)變(bian)(bian)；另一(yi)方面，我(wo)國(guo)(guo)(guo)開(kai)始實行注冊工(gong)(gong)(gong)程(cheng)(cheng)(cheng)師制(zhi)度，又進(jin)(jin)一(yi)步(bu)(bu)向(xiang)著注冊工(gong)(gong)(gong)程(cheng)(cheng)(cheng)師的(de)(de)(de)(de)(de)(de)國(guo)(guo)(guo)際(ji)(ji)互認努力(li)。建(jian)筑(zhu)類(lei)企(qi)(qi)業(ye)(ye)(ye)(ye)(ye)對國(guo)(guo)(guo)際(ji)(ji)市場(chang)的(de)(de)(de)(de)(de)(de)占有(you)率(lv)逐步(bu)(bu)增(zeng)大，國(guo)(guo)(guo)外企(qi)(qi)業(ye)(ye)(ye)(ye)(ye)也逐步(bu)(bu)進(jin)(jin)入國(guo)(guo)(guo)內市場(chang)。因此，我(wo)們必(bi)須改革人(ren)(ren)才培(pei)養模式和(he)相(xiang)應(ying)的(de)(de)(de)(de)(de)(de)課(ke)(ke)程(cheng)(cheng)(cheng)體系，主(zhu)動適應(ying)國(guo)(guo)(guo)內、國(guo)(guo)(guo)外兩方面的(de)(de)(de)(de)(de)(de)人(ren)(ren)才要(yao)求。

2.土木工程(cheng)卓越(yue)工程(cheng)師培(pei)養方案

2.1我校(xiao)土木(mu)工程師(shi)培養目標

隨(sui)著中原經濟(ji)(ji)區、航空(kong)港區建設(she)(she)逐步上升(sheng)為國(guo)家戰略，培養(yang)適合(he)現代化建設(she)(she)需要(yao)的人才(cai)顯得尤為迫切。因此土木工(gong)程(cheng)卓越(yue)工(gong)程(cheng)師培養(yang)目標應遵循教育服務(wu)經濟(ji)(ji)建設(she)(she)的原則(ze)，圍繞我校(xiao)建設(she)(she)有特(te)色大學目標，立足河南(nan)，面(mian)向全國(guo)，進一(yi)步加強我校(xiao)土木工(gong)程(cheng)專業建設(she)(she)，提(ti)高(gao)專業辦學層次和質(zhi)量，源源不斷地為河南(nan)和全國(guo)土木建筑業培養(yang)和輸送綜合(he)素質(zhi)良好、富有創新精神的卓越(yue)土木工(gong)程(cheng)專業復合(he)型人才(cai)。

2.2土木工(gong)程人(ren)才培(pei)養模式(shi)

建(jian)立以創(chuang)新(xin)能力(li)(li)為核心的(de)人才培養(yang)模式(shi)(shi)，改革課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)內容、知識學(xue)(xue)(xue)習方(fang)(fang)(fang)式(shi)(shi)、考核方(fang)(fang)(fang)式(shi)(shi)和(he)評價標準(zhun)，加強實(shi)(shi)踐教學(xue)(xue)(xue)及(ji)能力(li)(li)培養(yang)方(fang)(fang)(fang)式(shi)(shi)等(deng)關鍵環(huan)節(jie)。實(shi)(shi)施“全過(guo)程(cheng)(cheng)(cheng)(cheng)(cheng)、遞進(jin)式(shi)(shi)”的(de)實(shi)(shi)踐教學(xue)(xue)(xue)體(ti)系(xi)，建(jian)立穩定(ding)的(de)大(da)型企(qi)業(ye)(ye)實(shi)(shi)習基地(di)，培養(yang)學(xue)(xue)(xue)生的(de)動(dong)手(shou)能力(li)(li)、基本(ben)技能、表達能力(li)(li)和(he)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)綜合(he)能力(li)(li)。土木(mu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)專業(ye)(ye)本(ben)科階(jie)段(duan)學(xue)(xue)(xue)生主(zhu)(zhu)要采取“3+1”工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)(shi)培養(yang)模式(shi)(shi)，其中3年以在(zai)校(xiao)理論學(xue)(xue)(xue)習為主(zhu)(zhu)，累計1年的(de)實(shi)(shi)踐教學(xue)(xue)(xue)環(huan)節(jie)主(zhu)(zhu)要依靠本(ben)專業(ye)(ye)教師(shi)(shi)和(he)定(ding)點企(qi)業(ye)(ye)內的(de)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)(shi)聯合(he)指導(dao)和(he)培養(yang)，使學(xue)(xue)(xue)生緊(jin)密結合(he)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)實(shi)(shi)際(ji)，深入(ru)到(dao)土木(mu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)建(jian)設(she)的(de)勘(kan)測、設(she)計、施工(gong)(gong)(gong)和(he)運營(ying)管理等(deng)整個(ge)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)生命周(zhou)期中，完(wan)成在(zai)企(qi)業(ye)(ye)實(shi)(shi)訓階(jie)段(duan)的(de)學(xue)(xue)(xue)習任(ren)務。因此，“卓越工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)(shi)培養(yang)計劃(hua)”的(de)培養(yang)方(fang)(fang)(fang)案包括校(xiao)內學(xue)(xue)(xue)習和(he)企(qi)業(ye)(ye)學(xue)(xue)(xue)習兩(liang)個(ge)部分，兩(liang)個(ge)階(jie)段(duan)的(de)學(xue)(xue)(xue)習分別制(zhi)定(ding)相應的(de)校(xiao)內教學(xue)(xue)(xue)計劃(hua)和(he)企(qi)業(ye)(ye)培養(yang)計劃(hua)。

2.3課程體系與教學內容

立足于提高(gao)人(ren)才培(pei)養質(zhi)(zhi)量，從剖析(xi)課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)內(nei)容和課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)體(ti)系內(nei)涵(han)入手(shou)，在(zai)(zai)堅持(chi)人(ren)文精神與(yu)(yu)科(ke)學(xue)(xue)(xue)(xue)精神融合、通識教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育與(yu)(yu)專(zhuan)(zhuan)(zhuan)業教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育整合、個性(xing)培(pei)養與(yu)(yu)社(she)會責任(ren)并重(zhong)的(de)(de)同(tong)時(shi)(shi)(shi)，處(chu)理(li)好核心(xin)課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)與(yu)(yu)選(xuan)修(xiu)課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)、理(li)論課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)與(yu)(yu)實踐課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)、課(ke)(ke)(ke)(ke)(ke)(ke)(ke)內(nei)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)與(yu)(yu)課(ke)(ke)(ke)(ke)(ke)(ke)(ke)外活動的(de)(de)關系。進(jin)一步(bu)強調學(xue)(xue)(xue)(xue)生(sheng)(sheng)能力(li)和素質(zhi)(zhi)培(pei)養，充(chong)分發(fa)揮(hui)(hui)課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)在(zai)(zai)卓越(yue)工程(cheng)(cheng)(cheng)(cheng)師培(pei)養中的(de)(de)主戰(zhan)場作(zuo)用(yong)。（1）課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)體(ti)系要(yao)(yao)徹底改變因人(ren)設(she)課(ke)(ke)(ke)(ke)(ke)(ke)(ke)現象。對課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)進(jin)行梳理(li)與(yu)(yu)整合，避免(mian)課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)間(jian)內(nei)容重(zhong)復，同(tong)時(shi)(shi)(shi)力(li)爭做(zuo)到(dao)課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)間(jian)無(wu)縫銜接。每門(men)(men)課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)均應盡(jin)力(li)成(cheng)為教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)質(zhi)(zhi)量高(gao)、廣(guang)受學(xue)(xue)(xue)(xue)生(sheng)(sheng)歡迎(ying)并充(chong)分體(ti)現學(xue)(xue)(xue)(xue)院特色的(de)(de)精品課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)。（2）通過課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)的(de)(de)精心(xin)設(she)計(ji)等途徑，盡(jin)可能減少課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)門(men)(men)數(shu)；借助于其他教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)手(shou)段(duan)減少課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)理(li)論教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)學(xue)(xue)(xue)(xue)時(shi)(shi)(shi)數(shu)，增加實踐教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)學(xue)(xue)(xue)(xue)時(shi)(shi)(shi)數(shu)；專(zhuan)(zhuan)(zhuan)業核心(xin)課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)要(yao)(yao)盡(jin)可能安排實驗(yan)內(nei)容，并設(she)置設(she)計(ji)性(xing)、綜合性(xing)實驗(yan)。使理(li)論與(yu)(yu)實踐密切結合，同(tong)時(shi)(shi)(shi)增加學(xue)(xue)(xue)(xue)生(sheng)(sheng)應用(yong)知識的(de)(de)能力(li)。（3）專(zhuan)(zhuan)(zhuan)業核心(xin)課(ke)(ke)(ke)(ke)(ke)(ke)(ke)要(yao)(yao)按(an)改變課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)的(de)(de)開(kai)課(ke)(ke)(ke)(ke)(ke)(ke)(ke)方(fang)(fang)式與(yu)(yu)授課(ke)(ke)(ke)(ke)(ke)(ke)(ke)方(fang)(fang)法(fa)。探索(suo)按(an)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)團隊(dui)(dui)形式開(kai)展(zhan)課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)建設(she)，按(an)團隊(dui)(dui)方(fang)(fang)式承擔課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)任(ren)務，如3-4名教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師共同(tong)承擔一門(men)(men)課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)，資深教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)授講授理(li)論，科(ke)研(yan)(yan)強的(de)(de)青年教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師以及(ji)從企業聘請的(de)(de)專(zhuan)(zhuan)(zhuan)家講授案(an)例，讓各(ge)個教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師的(de)(de)長處(chu)得(de)到(dao)充(chong)分發(fa)揮(hui)(hui)。（4）課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)內(nei)容、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)方(fang)(fang)法(fa)和手(shou)段(duan)應在(zai)(zai)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)團隊(dui)(dui)或教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)室平(ping)臺上進(jin)行精心(xin)設(she)計(ji)，每門(men)(men)課(ke)(ke)(ke)(ke)(ke)(ke)(ke)都(dou)要(yao)(yao)將(jiang)知識、能力(li)和人(ren)格培(pei)養的(de)(de)功能充(chong)分發(fa)揮(hui)(hui)出來(lai)。（5）推行小班上課(ke)(ke)(ke)(ke)(ke)(ke)(ke)，進(jin)行研(yan)(yan)討(tao)式學(xue)(xue)(xue)(xue)習。（6）應盡(jin)可能逐(zhu)步(bu)開(kai)出全英(ying)語課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)，與(yu)(yu)國際學(xue)(xue)(xue)(xue)院土木工程(cheng)(cheng)(cheng)(cheng)國際本科(ke)學(xue)(xue)(xue)(xue)術互認課(ke)(ke)(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)班融通。

2.4校內外師資(zi)隊(dui)伍建(jian)設(she)

開(kai)展土木工(gong)程卓越(yue)工(gong)程師(shi)(shi)培養，師(shi)(shi)資隊伍(wu)是關鍵。要(yao)加大(da)建設力度，盡快(kuai)形成一支至(zhi)善、格物(wu)、育(yu)(yu)(yu)人(ren)(ren)的(de)(de)師(shi)(shi)資隊伍(wu)，保證土木工(gong)程卓越(yue)工(gong)程培養計劃順(shun)利實施。要(yao)明確從事土木工(gong)程人(ren)(ren)才培養的(de)(de)教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)應該(gai)具(ju)有的(de)(de)基本(ben)條件，如懂(dong)得高(gao)等教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)學的(de)(de)基本(ben)規律；具(ju)有較(jiao)高(gao)水(shui)平的(de)(de)科學研究能力和(he)學術造詣：具(ju)有較(jiao)強的(de)(de)工(gong)程能力，例(li)如設計和(he)實施能力：具(ju)有高(gao)尚的(de)(de)道德情操、嚴(yan)謹的(de)(de)治學風范(fan)和(he)健(jian)全的(de)(de)人(ren)(ren)格魅力。學院盡可能為教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)達到這(zhe)些條件提(ti)供(gong)支持。逐步完善與(yu)“高(gao)水(shui)平工(gong)程教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)師(shi)(shi)資隊伍(wu)”相符(fu)合的(de)(de)師(shi)(shi)資政策，包(bao)括(kuo)聘用(yong)政策、晉(jin)升政策、考核(he)政策和(he)其他激勵政策，同時也包(bao)括(kuo)教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)培養和(he)提(ti)高(gao)的(de)(de)措施等。探索和(he)建立土木工(gong)程教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)中(zhong)“教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)—工(gong)程師(shi)(shi)”有機結(jie)合的(de)(de)新機制。

2.5教(jiao)學形式(shi)與(yu)方法

樹立以教(jiao)師為(wei)主導，以學(xue)(xue)(xue)(xue)生為(wei)主體的(de)教(jiao)學(xue)(xue)(xue)(xue)觀，在教(jiao)學(xue)(xue)(xue)(xue)過程中(zhong)以學(xue)(xue)(xue)(xue)生為(wei)中(zhong)心組(zu)織教(jiao)學(xue)(xue)(xue)(xue)活動(dong)；充分發(fa)揮學(xue)(xue)(xue)(xue)生的(de)主觀能動(dong)性，推廣啟發(fa)式、討(tao)論式和研究式等(deng)教(jiao)學(xue)(xue)(xue)(xue)方(fang)法，提高學(xue)(xue)(xue)(xue)生提出新(xin)問題、發(fa)現新(xin)知識及解決問題的(de)能力(li)，引(yin)導學(xue)(xue)(xue)(xue)生從繼承性學(xue)(xue)(xue)(xue)習(xi)走向探究發(fa)現性學(xue)(xue)(xue)(xue)習(xi)；提倡教(jiao)師團隊(dui)協同教(jiao)學(xue)(xue)(xue)(xue)，開(kai)展(zhan)大班授課，小班研討(tao)，小組(zu)合作等(deng)多種教(jiao)學(xue)(xue)(xue)(xue)組(zu)織形式；鼓勵教(jiao)師運(yun)用(yong)現代教(jiao)育技術和手段，開(kai)展(zhan)信息(xi)化教(jiao)學(xue)(xue)(xue)(xue)。

2.6實(shi)踐(jian)教學環(huan)節(jie)

實(shi)踐(jian)教(jiao)(jiao)學(xue)(xue)(xue)(xue)是整個(ge)(ge)教(jiao)(jiao)學(xue)(xue)(xue)(xue)活動的(de)(de)(de)重要環節之(zhi)一(yi)，畢(bi)業設計(論文(wen))是綜合性(xing)實(shi)踐(jian)教(jiao)(jiao)學(xue)(xue)(xue)(xue)環節，同時也是學(xue)(xue)(xue)(xue)生畢(bi)業前的(de)(de)(de)一(yi)項綜合訓練。我院(yuan)已構建(jian)了較為完善的(de)(de)(de)實(shi)踐(jian)教(jiao)(jiao)學(xue)(xue)(xue)(xue)體系(xi)及本科(ke)生畢(bi)業設計(論文(wen))評(ping)價體系(xi)。結合“卓(zhuo)越工程師培養(yang)計劃”要求，我院(yuan)將進一(yi)步完善實(shi)踐(jian)教(jiao)(jiao)學(xue)(xue)(xue)(xue)管理(li)制度(du)和管理(li)流程，建(jian)立有(you)效的(de)(de)(de)質量(liang)監(jian)督體系(xi)，整合與優(you)化實(shi)驗教(jiao)(jiao)學(xue)(xue)(xue)(xue)條件(jian)，鼓勵(li)學(xue)(xue)(xue)(xue)生突破專(zhuan)業和學(xue)(xue)(xue)(xue)科(ke)界線開展(zhan)科(ke)研(yan)訓練，探索學(xue)(xue)(xue)(xue)生個(ge)(ge)性(xing)培養(yang)的(de)(de)(de)新途徑。

2.7實習實訓

實(shi)(shi)習(xi)(xi)(xi)包括(kuo)：認(ren)識實(shi)(shi)習(xi)(xi)(xi)、測量(liang)實(shi)(shi)習(xi)(xi)(xi)、地質實(shi)(shi)習(xi)(xi)(xi)、專(zhuan)業(ye)(ye)實(shi)(shi)習(xi)(xi)(xi)和畢(bi)業(ye)(ye)實(shi)(shi)習(xi)(xi)(xi)等。其中專(zhuan)業(ye)(ye)實(shi)(shi)習(xi)(xi)(xi)和畢(bi)業(ye)(ye)實(shi)(shi)習(xi)(xi)(xi)在建筑(zhu)類(lei)企業(ye)(ye)進(jin)行(xing)，企業(ye)(ye)實(shi)(shi)習(xi)(xi)(xi)是(shi)卓(zhuo)越(yue)工(gong)(gong)(gong)程(cheng)(cheng)師培養(yang)(yang)的新增教學環節。學生通(tong)過在企業(ye)(ye)各不同階(jie)段的實(shi)(shi)習(xi)(xi)(xi)，熟悉(xi)土木(mu)工(gong)(gong)(gong)程(cheng)(cheng)結(jie)構設計(ji)、施工(gong)(gong)(gong)的基本方法，提高其綜合(he)運(yun)用知識的能(neng)(neng)力(li)(li)(li)(li)；了(le)解工(gong)(gong)(gong)程(cheng)(cheng)實(shi)(shi)際需要(yao)，培養(yang)(yang)職業(ye)(ye)精神、分析能(neng)(neng)力(li)(li)(li)(li)、溝(gou)通(tong)交流能(neng)(neng)力(li)(li)(li)(li)、團結(jie)協作能(neng)(neng)力(li)(li)(li)(li)、管理能(neng)(neng)力(li)(li)(li)(li)、表(biao)達能(neng)(neng)力(li)(li)(li)(li)等工(gong)(gong)(gong)程(cheng)(cheng)綜合(he)能(neng)(neng)力(li)(li)(li)(li)，從而(er)具有獨(du)立從事(shi)土木(mu)工(gong)(gong)(gong)程(cheng)(cheng)領域內某一方向工(gong)(gong)(gong)程(cheng)(cheng)設計(ji)與(yu)運(yun)行(xing)、分析與(yu)集成(cheng)、研究與(yu)開發、管理與(yu)決策(ce)等能(neng)(neng)力(li)(li)(li)(li)，以適應未(wei)來科技發展和社會進(jin)步(bu)需要(yao)，成(cheng)為面向未(wei)來的具有實(shi)(shi)踐能(neng)(neng)力(li)(li)(li)(li)、創新能(neng)(neng)力(li)(li)(li)(li)和國際視野的卓(zhuo)越(yue)工(gong)(gong)(gong)程(cheng)(cheng)師。

3.企業學習(xi)階段方案

3.1培養目標

卓(zhuo)越工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)師(shi)企業培養計劃(hua)是(shi)針對(dui)“卓(zhuo)越工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)師(shi)”培養方案的(de)(de)(de)(de)企業部分所專門制訂的(de)(de)(de)(de)，主要(yao)是(shi)指本科第4年(nian)的(de)(de)(de)(de)企業學習(xi)內容安排與要(yao)求。其目(mu)的(de)(de)(de)(de)是(shi)通過學生現場(chang)的(de)(de)(de)(de)實踐與學習(xi)，結合土木工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)產品(pin)的(de)(de)(de)(de)設計、施工(gong)(gong)(gong)(gong)(gong)、檢測、監理、運(yun)(yun)營、維修(xiu)等過程(cheng)(cheng)中工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)實際問題，培養能夠靈活(huo)運(yun)(yun)用本專業的(de)(de)(de)(de)基礎理淪(lun)知識(shi)(shi)，具有較強的(de)(de)(de)(de)創新意識(shi)(shi)與解決土木工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)產品(pin)設計、施工(gong)(gong)(gong)(gong)(gong)、檢測、監理、運(yun)(yun)營、維修(xiu)和相(xiang)關技術研究(jiu)等工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)實際問題能力的(de)(de)(de)(de)卓(zhuo)越高級工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)技術人才。

3.2培養標準

（1）能(neng)夠綜(zong)合運用所學基礎理(li)論、專(zhuan)業(ye)(ye)知識和(he)(he)技術(shu)手段分(fen)析并(bing)解決土(tu)(tu)木(mu)工(gong)程領域的(de)(de)實際問(wen)題。針對土(tu)(tu)木(mu)工(gong)程中的(de)(de)技術(shu)問(wen)題，能(neng)通(tong)過科學的(de)(de)方法(fa)(fa)和(he)(he)手段，認(ren)識和(he)(he)系統地表述問(wen)題，建(jian)(jian)(jian)立模型，判(pan)斷和(he)(he)分(fen)析問(wen)題，提出(chu)解決方法(fa)(fa)和(he)(he)建(jian)(jian)(jian)議。（2）具有(you)較(jiao)(jiao)強(qiang)的(de)(de)新(xin)技術(shu)判(pan)別力(li)，能(neng)從生產實際中發現問(wen)題，提出(chu)創新(xin)性課題，并(bing)組(zu)織協調相關(guan)部門攻關(guan)，取(qu)得創新(xin)成果。（3）了解本專(zhuan)業(ye)(ye)領域技術(shu)標(biao)準(zhun)，相關(guan)的(de)(de)政策、法(fa)(fa)律和(he)(he)法(fa)(fa)規，熟悉(xi)土(tu)(tu)木(mu)工(gong)程建(jian)(jian)(jian)設(she)的(de)(de)相關(guan)程序(xu)和(he)(he)行業(ye)(ye)習慣。（4）具有(you)較(jiao)(jiao)好的(de)(de)組(zu)織管(guan)理(li)能(neng)力(li)、較(jiao)(jiao)強(qiang)的(de)(de)交流(liu)溝通(tong)、環境適(shi)應和(he)(he)團隊(dui)合作的(de)(de)能(neng)力(li)。（5）充分(fen)了解企業(ye)(ye)的(de)(de)建(jian)(jian)(jian)立、運行、管(guan)理(li)等(deng)知識。明確土(tu)(tu)木(mu)工(gong)程師的(de)(de)責任(ren)和(he)(he)社會角色，具有(you)良好的(de)(de)職業(ye)(ye)素質和(he)(he)職業(ye)(ye)道德(de)及較(jiao)(jiao)強(qiang)的(de)(de)社會責任(ren)感。

4.保障條件

4.1組織保障

為(wei)使方案(an)順利實(shi)(shi)施，學(xue)(xue)(xue)(xue)(xue)院(yuan)(yuan)成立領導(dao)(dao)(dao)(dao)小(xiao)組(zu)(zu)(zu)(zu)(zu)(zu)、工(gong)(gong)(gong)(gong)作(zuo)(zuo)小(xiao)組(zu)(zu)(zu)(zu)(zu)(zu)和咨詢專(zhuan)(zhuan)家(jia)(jia)工(gong)(gong)(gong)(gong)作(zuo)(zuo)組(zu)(zu)(zu)(zu)(zu)(zu)。（1）領導(dao)(dao)(dao)(dao)小(xiao)組(zu)(zu)(zu)(zu)(zu)(zu)：領導(dao)(dao)(dao)(dao)小(xiao)組(zu)(zu)(zu)(zu)(zu)(zu)組(zu)(zu)(zu)(zu)(zu)(zu)長由(you)土(tu)木(mu)(mu)(mu)建(jian)筑工(gong)(gong)(gong)(gong)程(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)院(yuan)(yuan)院(yuan)(yuan)長擔(dan)任(ren)(ren)，副(fu)組(zu)(zu)(zu)(zu)(zu)(zu)長由(you)土(tu)木(mu)(mu)(mu)建(jian)筑工(gong)(gong)(gong)(gong)程(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)院(yuan)(yuan)分(fen)(fen)管本(ben)(ben)科教(jiao)學(xue)(xue)(xue)(xue)(xue)工(gong)(gong)(gong)(gong)作(zuo)(zuo)的(de)副(fu)院(yuan)(yuan)長擔(dan)任(ren)(ren)，成員由(you)學(xue)(xue)(xue)(xue)(xue)院(yuan)(yuan)教(jiao)學(xue)(xue)(xue)(xue)(xue)辦公室、土(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)教(jiao)研(yan)(yan)室、實(shi)(shi)驗室等(deng)部門主要負(fu)責(ze)人組(zu)(zu)(zu)(zu)(zu)(zu)成。全(quan)面領導(dao)(dao)(dao)(dao)、規(gui)劃(hua)、組(zu)(zu)(zu)(zu)(zu)(zu)織(zhi)、協調工(gong)(gong)(gong)(gong)程(cheng)(cheng)教(jiao)育改革(ge)及“卓(zhuo)越(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)師(shi)教(jiao)育培(pei)養(yang)(yang)(yang)計(ji)劃(hua)”的(de)實(shi)(shi)施，調整(zheng)、制定(ding)相(xiang)關政策和制度，保證(zheng)計(ji)劃(hua)各(ge)(ge)項工(gong)(gong)(gong)(gong)作(zuo)(zuo)能落(luo)(luo)到(dao)實(shi)(shi)處。（2）工(gong)(gong)(gong)(gong)作(zuo)(zuo)小(xiao)組(zu)(zu)(zu)(zu)(zu)(zu)：工(gong)(gong)(gong)(gong)作(zuo)(zuo)小(xiao)組(zu)(zu)(zu)(zu)(zu)(zu)組(zu)(zu)(zu)(zu)(zu)(zu)長由(you)土(tu)木(mu)(mu)(mu)建(jian)筑工(gong)(gong)(gong)(gong)程(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)院(yuan)(yuan)分(fen)(fen)管本(ben)(ben)科教(jiao)學(xue)(xue)(xue)(xue)(xue)的(de)副(fu)院(yuan)(yuan)長擔(dan)任(ren)(ren)，副(fu)組(zu)(zu)(zu)(zu)(zu)(zu)長由(you)土(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)教(jiao)研(yan)(yan)室主任(ren)(ren)擔(dan)任(ren)(ren)，成員由(you)土(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)教(jiao)研(yan)(yan)室教(jiao)師(shi)、工(gong)(gong)(gong)(gong)程(cheng)(cheng)教(jiao)育專(zhuan)(zhuan)家(jia)(jia)、企(qi)(qi)業(ye)(ye)代表(biao)等(deng)組(zu)(zu)(zu)(zu)(zu)(zu)成。下設(she)辦公室，具(ju)體負(fu)責(ze)計(ji)劃(hua)各(ge)(ge)項工(gong)(gong)(gong)(gong)作(zuo)(zuo)的(de)實(shi)(shi)施，就(jiu)培(pei)養(yang)(yang)(yang)目標、專(zhuan)(zhuan)業(ye)(ye)標準、培(pei)養(yang)(yang)(yang)方案(an)、教(jiao)學(xue)(xue)(xue)(xue)(xue)計(ji)劃(hua)、課程(cheng)(cheng)體系、實(shi)(shi)踐教(jiao)學(xue)(xue)(xue)(xue)(xue)、教(jiao)學(xue)(xue)(xue)(xue)(xue)方法、教(jiao)學(xue)(xue)(xue)(xue)(xue)手段、學(xue)(xue)(xue)(xue)(xue)生(sheng)方式、隊伍建(jian)設(she)、招生(sheng)方式、校(xiao)企(qi)(qi)合用(yong)聯(lian)盟(meng)等(deng)方面開展(zhan)具(ju)體工(gong)(gong)(gong)(gong)作(zuo)(zuo)。（3）核心(xin)專(zhuan)(zhuan)家(jia)(jia)組(zu)(zu)(zu)(zu)(zu)(zu)：為(wei)了推進“卓(zhuo)越(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)師(shi)培(pei)養(yang)(yang)(yang)計(ji)劃(hua)”各(ge)(ge)項工(gong)(gong)(gong)(gong)作(zuo)(zuo)，土(tu)木(mu)(mu)(mu)建(jian)筑工(gong)(gong)(gong)(gong)程(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)院(yuan)(yuan)成立“卓(zhuo)越(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)師(shi)培(pei)養(yang)(yang)(yang)計(ji)劃(hua)”核心(xin)專(zhuan)(zhuan)家(jia)(jia)組(zu)(zu)(zu)(zu)(zu)(zu)，由(you)與(yu)土(tu)木(mu)(mu)(mu)建(jian)筑工(gong)(gong)(gong)(gong)程(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)院(yuan)(yuan)聯(lian)合培(pei)養(yang)(yang)(yang)卓(zhuo)越(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)師(shi)的(de)大型企(qi)(qi)業(ye)(ye)工(gong)(gong)(gong)(gong)程(cheng)(cheng)技(ji)術專(zhuan)(zhuan)家(jia)(jia)組(zu)(zu)(zu)(zu)(zu)(zu)成。其(qi)任(ren)(ren)務就(jiu)“卓(zhuo)越(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)師(shi)培(pei)養(yang)(yang)(yang)計(ji)劃(hua)”的(de)實(shi)(shi)施提(ti)出可操(cao)作(zuo)(zuo)的(de)咨詢意見。（4）教(jiao)學(xue)(xue)(xue)(xue)(xue)指導(dao)(dao)(dao)(dao)委(wei)員會(hui)(hui)：為(wei)配合“卓(zhuo)越(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)師(shi)培(pei)養(yang)(yang)(yang)計(ji)劃(hua)”實(shi)(shi)施，學(xue)(xue)(xue)(xue)(xue)院(yuan)(yuan)成立“工(gong)(gong)(gong)(gong)程(cheng)(cheng)教(jiao)育教(jiao)學(xue)(xue)(xue)(xue)(xue)指導(dao)(dao)(dao)(dao)委(wei)員會(hui)(hui)”，土(tu)木(mu)(mu)(mu)建(jian)筑工(gong)(gong)(gong)(gong)程(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)院(yuan)(yuan)工(gong)(gong)(gong)(gong)程(cheng)(cheng)教(jiao)育教(jiao)學(xue)(xue)(xue)(xue)(xue)委(wei)員會(hui)(hui)由(you)院(yuan)(yuan)領導(dao)(dao)(dao)(dao)、專(zhuan)(zhuan)業(ye)(ye)資深教(jiao)授、行業(ye)(ye)專(zhuan)(zhuan)家(jia)(jia)、畢業(ye)(ye)生(sheng)代表(biao)組(zu)(zu)(zu)(zu)(zu)(zu)成。通過教(jiao)學(xue)(xue)(xue)(xue)(xue)指導(dao)(dao)(dao)(dao)委(wei)員會(hui)(hui)保證(zheng)土(tu)木(mu)(mu)(mu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)專(zhuan)(zhuan)業(ye)(ye)制定(ding)培(pei)養(yang)(yang)(yang)目標、專(zhuan)(zhuan)業(ye)(ye)標準、培(pei)養(yang)(yang)(yang)方案(an)、教(jiao)學(xue)(xue)(xue)(xue)(xue)計(ji)劃(hua)等(deng)科學(xue)(xue)(xue)(xue)(xue)合理(li)，同時，保證(zheng)培(pei)養(yang)(yang)(yang)方案(an)和教(jiao)學(xue)(xue)(xue)(xue)(xue)計(ji)劃(hua)能落(luo)(luo)到(dao)實(shi)(shi)處。

4.2人員保障

土(tu)木(mu)(mu)建(jian)筑工(gong)程(cheng)學院(yuan)擁有一批教(jiao)學經驗豐(feng)富(fu)的(de)(de)(de)(de)師(shi)(shi)資隊伍。土(tu)木(mu)(mu)工(gong)程(cheng)專業現有教(jiao)師(shi)(shi)25人(ren)(ren)，其中(zhong)教(jiao)授3人(ren)(ren)，副(fu)教(jiao)授6人(ren)(ren)，博(bo)士(shi)13人(ren)(ren)，碩博(bo)比例100%。獲(huo)得國(guo)家一級(ji)注(zhu)冊結構(gou)工(gong)程(cheng)師(shi)(shi)的(de)(de)(de)(de)教(jiao)師(shi)(shi)3人(ren)(ren)，獲(huo)得國(guo)家一級(ji)注(zhu)冊建(jian)造師(shi)(shi)的(de)(de)(de)(de)5人(ren)(ren)，獲(huo)得國(guo)家一級(ji)注(zhu)冊造價師(shi)(shi)的(de)(de)(de)(de)教(jiao)師(shi)(shi)3人(ren)(ren)。外聘企業非專任(ren)教(jiao)師(shi)(shi)10余(yu)人(ren)(ren)。土(tu)木(mu)(mu)工(gong)程(cheng)專業教(jiao)師(shi)(shi)積極(ji)參與(yu)多(duo)(duo)項(xiang)科技開發和工(gong)程(cheng)設計(ji)任(ren)務，理論與(yu)實(shi)踐相結合，承擔(dan)了(le)公路與(yu)橋梁、多(duo)(duo)層及高層建(jian)筑設計(ji)任(ren)務以(yi)及危房鑒(jian)定(ding)、土(tu)木(mu)(mu)工(gong)程(cheng)檢測(ce)等項(xiang)目(mu)，促進了(le)教(jiao)學改革、豐(feng)富(fu)了(le)教(jiao)學內容，為學生提(ti)供了(le)良好的(de)(de)(de)(de)學習和成長環境，能(neng)夠保障(zhang)“卓越(yue)工(gong)程(cheng)培養(yang)計(ji)劃(hua)”的(de)(de)(de)(de)順利實(shi)施。

4.3經費保障

除學(xue)校對(dui)立項建設的(de)卓越(yue)計(ji)劃試點專(zhuan)業(ye)經(jing)費(fei)資助以外(wai)，土木建筑(zhu)工(gong)(gong)程學(xue)院將自(zi)籌部分(fen)經(jing)費(fei)，以加大(da)對(dui)土木工(gong)(gong)程專(zhuan)業(ye)“卓越(yue)工(gong)(gong)程師(shi)(shi)培養計(ji)劃”的(de)經(jing)費(fei)投入，主要用于資助在實(shi)(shi)(shi)施“卓越(yue)工(gong)(gong)程師(shi)(shi)培養計(ji)劃”過(guo)程中的(de)教學(xue)改革項目的(de)配(pei)套，選派教師(shi)(shi)到企業(ye)進行(xing)工(gong)(gong)程實(shi)(shi)(shi)踐能力培訓,聘(pin)請校外(wai)有豐(feng)富(fu)工(gong)(gong)程實(shi)(shi)(shi)踐經(jing)驗(yan)的(de)工(gong)(gong)程師(shi)(shi)和高(gao)層管理人員進行(xing)專(zhuan)業(ye)課教學(xue),指導學(xue)生實(shi)(shi)(shi)踐、畢(bi)業(ye)設計(ji)等開支，實(shi)(shi)(shi)訓實(shi)(shi)(shi)習(xi)基地建設以及國際化培養等費(fei)用。

篇7

關(guan)鍵詞：SWOT分析法；畢業設計；改革與實踐

引言

畢(bi)(bi)業設(she)(she)(she)(she)(she)計(ji)是(shi)高等(deng)工科院校(xiao)本科教(jiao)學的(de)一個重要(yao)(yao)環節，是(shi)衡量高等(deng)學校(xiao)教(jiao)育(yu)質(zhi)量、辦學水平和辦學效(xiao)益(yi)的(de)一項重要(yao)(yao)評價指標，土木工程(cheng)專(zhuan)業涵蓋范圍(wei)廣，涉(she)(she)及知識面(mian)寬，傳統(tong)的(de)畢(bi)(bi)業設(she)(she)(she)(she)(she)計(ji)指導模(mo)式(shi)已無(wu)法滿(man)足(zu)畢(bi)(bi)業設(she)(she)(she)(she)(she)計(ji)要(yao)(yao)求。以往的(de)畢(bi)(bi)業設(she)(she)(she)(she)(she)計(ji)中存在(zai)著畢(bi)(bi)業設(she)(she)(she)(she)(she)計(ji)（論(lun)文）內容涉(she)(she)及知識面(mian)窄，真題(ti)少，“假題(ti)”多，真題(ti)也未必真做(zuo)，學、產、研脫鉤；畢(bi)(bi)業設(she)(she)(she)(she)(she)計(ji)套(tao)路化，科研含量低，抄襲(xi)嚴重；缺(que)乏整體設(she)(she)(she)(she)(she)計(ji)和團隊合(he)(he)(he)作思想；指導教(jiao)師不(bu)足(zu)，生師比(bi)過高等(deng)等(deng)諸多問題(ti)[1]。為(wei)滿(man)足(zu)厚基(ji)礎、寬口徑的(de)專(zhuan)業培養要(yao)(yao)求，促進不(bu)同專(zhuan)業之間相互(hu)交(jiao)流與合(he)(he)(he)作，加(jia)強學生的(de)實(shi)際工作配合(he)(he)(he)能力(li)，實(shi)現(xian)產、學、研相結合(he)(he)(he)的(de)教(jiao)育(yu)模(mo)式(shi)，為(wei)社會提供高素質(zhi)復合(he)(he)(he)型(xing)、應(ying)用型(xing)人(ren)才，我校(xiao)船舶與建筑工程(cheng)學院首先針對(dui)畢(bi)(bi)業設(she)(she)(she)(she)(she)計(ji)這一教(jiao)學環節進行了(le)(le)SWOT分析，在(zai)此(ci)基(ji)礎上，綜合(he)(he)(he)考慮各方面(mian)因(yin)素，改革以往一些不(bu)利(li)條件(jian)，增強優(you)勢因(yin)素，率(lv)先在(zai)土木工程(cheng)專(zhuan)業推出畢(bi)(bi)業設(she)(she)(she)(she)(she)計(ji)導師制模(mo)式(shi)，進行了(le)(le)實(shi)踐研究，取得一些成效(xiao)。

1.現有土木工(gong)程畢業設(she)計模式的SWOT分析

1.1優勢分析

首先我校船建(jian)(jian)學(xue)院每年(nian)(nian)新(xin)(xin)增本科(ke)生(sheng)(sheng)創(chuang)(chuang)新(xin)(xin)項(xiang)(xiang)(xiang)目6-7項(xiang)(xiang)(xiang)，近3年(nian)(nian)來有(you)(you)6項(xiang)(xiang)(xiang)被評為(wei)省級優(you)秀本創(chuang)(chuang)項(xiang)(xiang)(xiang)目；土木(mu)工(gong)程專業教(jiao)師(shi)(shi)(shi)每年(nian)(nian)人均2項(xiang)(xiang)(xiang)各級各類(lei)科(ke)研項(xiang)(xiang)(xiang)目在(zai)研；校重點(dian)建(jian)(jian)設本科(ke)生(sheng)(sheng)創(chuang)(chuang)新(xin)(xin)基(ji)地2個，分別為(wei)船舶與結(jie)構創(chuang)(chuang)新(xin)(xin)基(ji)地和力(li)學(xue)實踐創(chuang)(chuang)新(xin)(xin)基(ji)地；以(yi)上(shang)創(chuang)(chuang)新(xin)(xin)平臺建(jian)(jian)設和科(ke)研氛圍為(wei)學(xue)生(sheng)(sheng)的日常科(ke)研打(da)下良(liang)好的基(ji)礎。其(qi)次我院土木(mu)工(gong)程專業教(jiao)師(shi)(shi)(shi)10名(ming)，其(qi)中(zhong)房屋建(jian)(jian)筑學(xue)老師(shi)(shi)(shi)2名(ming)，制圖老師(shi)(shi)(shi)2名(ming)，可(ke)在(zai)房屋建(jian)(jian)筑學(xue)課(ke)程設計中(zhong)組建(jian)(jian)團隊給予學(xue)生(sheng)(sheng)指(zhi)導。另外有(you)(you)5位(wei)教(jiao)師(shi)(shi)(shi)可(ke)組建(jian)(jian)力(li)學(xue)團隊，對畢業設計中(zhong)的上(shang)部結(jie)構計算部分給予指(zhi)導，此外還有(you)(you)鋼(gang)結(jie)構和混凝(ning)土結(jie)構、地基(ji)處理等相關老師(shi)(shi)(shi)可(ke)以(yi)在(zai)各自(zi)的課(ke)程設計時(shi)間(jian)為(wei)學(xue)生(sheng)(sheng)給予指(zhi)導等等。

1.2劣勢分析

目前(qian)存在畢(bi)(bi)業(ye)(ye)(ye)設(she)計周期緊(jin)，現有(you)的(de)(de)(de)畢(bi)(bi)業(ye)(ye)(ye)設(she)計教(jiao)(jiao)學(xue)(xue)(xue)(xue)體系與模式可能已經無(wu)法(fa)滿足學(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)教(jiao)(jiao)學(xue)(xue)(xue)(xue)要(yao)(yao)求，學(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)主觀能動性差，畢(bi)(bi)業(ye)(ye)(ye)設(she)計過程中甚(shen)至(zhi)個別(bie)(bie)編寫數(shu)據(ju)，抄襲往屆內(nei)(nei)容(rong)[2]；導(dao)師制度的(de)(de)(de)施行，要(yao)(yao)求每位教(jiao)(jiao)師每屆帶8名學(xue)(xue)(xue)(xue)生(sheng)，四屆學(xue)(xue)(xue)(xue)生(sheng)約有(you)32個，這對(dui)導(dao)師的(de)(de)(de)時間(jian)(jian)、精力、指導(dao)方法(fa)、科(ke)研(yan)(yan)素(su)質提出很高(gao)的(de)(de)(de)要(yao)(yao)求，個別(bie)(bie)教(jiao)(jiao)師有(you)懈怠現象，管理(li)不(bu)到(dao)位情況出現。個別(bie)(bie)項(xiang)目科(ke)研(yan)(yan)、實踐內(nei)(nei)容(rong)與當今(jin)最先進的(de)(de)(de)科(ke)學(xue)(xue)(xue)(xue)技術結合不(bu)緊(jin)密，學(xue)(xue)(xue)(xue)生(sheng)做完畢(bi)(bi)業(ye)(ye)(ye)設(she)計甚(shen)至(zhi)不(bu)知道項(xiang)目內(nei)(nei)含的(de)(de)(de)科(ke)研(yan)(yan)原理(li)，只是一味生(sheng)搬硬套，測出數(shu)據(ju)后，從(cong)不(bu)思考數(shu)據(ju)如何(he)得來，數(shu)據(ju)的(de)(de)(de)正確(que)性更加無(wu)從(cong)考證。另外，現行的(de)(de)(de)課程體系不(bu)能很好滿足土木工程各(ge)個方向(xiang)教(jiao)(jiao)學(xue)(xue)(xue)(xue)需(xu)要(yao)(yao)，個別(bie)(bie)課程之(zhi)間(jian)(jian)銜接有(you)小問題。

1.3機遇分析

我校(xiao)從2012年(nian)更名(ming)遷址，從原來的(de)江(jiang)(jiang)蘇科(ke)技(ji)大(da)(da)學(xue)南(nan)徐學(xue)院(yuan)（鎮江(jiang)(jiang)）更改(gai)為江(jiang)(jiang)蘇科(ke)技(ji)大(da)(da)學(xue)蘇州理工(gong)學(xue)院(yuan)（蘇州張家港(gang)市）。蘇州地區經(jing)(jing)濟發(fa)展(zhan)較(jiao)好(hao)、實訓基地得(de)到(dao)蘇州、張家港(gang)地區相(xiang)關企業(ye)(ye)的(de)大(da)(da)力支持，區域經(jing)(jing)濟發(fa)展(zhan)優(you)于鎮江(jiang)(jiang)，企業(ye)(ye)多(duo)，投資多(duo)，尤其是離中國的(de)建筑之鄉南(nan)通較(jiao)近，有利于學(xue)生到(dao)南(nan)通建筑類企業(ye)(ye)就業(ye)(ye)。由(you)于地域環(huan)境影響，教(jiao)師(shi)橫(heng)向項(xiang)目數量大(da)(da)大(da)(da)增加(jia)，企業(ye)(ye)需(xu)求極大(da)(da)提(ti)高。江(jiang)(jiang)蘇省(sheng)教(jiao)育廳今(jin)年(nian)首次(ci)對(dui)我院(yuan)工(gong)程管理專業(ye)(ye)進(jin)行(xing)辦(ban)學(xue)抽檢，在“以評促建、重(zhong)(zhong)在建設”的(de)指導(dao)思想下(xia)，我校(xiao)對(dui)土木(mu)工(gong)程專業(ye)(ye)也進(jin)行(xing)了自我評建，尤其對(dui)畢業(ye)(ye)設計這(zhe)一(yi)重(zhong)(zhong)點(dian)教(jiao)學(xue)環(huan)節進(jin)行(xing)了深度剖析，學(xue)校(xiao)、學(xue)院(yuan)各個層(ceng)面非常(chang)重(zhong)(zhong)視(shi)這(zhe)一(yi)評建契(qi)機，努力提(ti)高辦(ban)學(xue)質(zhi)量。

1.4挑戰分析

隨著土木工程學(xue)科技術(shu)發展的日新(xin)(xin)月(yue)異(yi)，新(xin)(xin)技術(shu)不斷被應用于(yu)生(sheng)產和教(jiao)(jiao)學(xue)，要求(qiu)教(jiao)(jiao)師不斷學(xue)習，以提高(gao)(gao)自身素質；導(dao)師制的施行(xing)使得每位教(jiao)(jiao)師管(guan)理(li)學(xue)生(sheng)數量大約是(shi)32名，如(ru)何高(gao)(gao)效(xiao)管(guan)理(li)對教(jiao)(jiao)師提出(chu)更(geng)高(gao)(gao)要求(qiu)；雖然，我院畢(bi)業設(she)計包含選(xuan)題(ti)、開題(ti)、中期檢查、論文評閱(yue)、答(da)辯(bian)與成績(ji)評定等各環節，但(dan)是(shi)，如(ru)何完善畢(bi)業設(she)計教(jiao)(jiao)學(xue)質量監控體系，任重道(dao)遠。

2.畢業設計改革的努力方向

2.1畢業(ye)設(she)計引入(ru)導師制模式

整合(he)現(xian)有資(zi)源，包括教師資(zi)源和實(shi)驗(yan)(yan)教學(xue)(xue)(xue)(xue)資(zi)源，結合(he)實(shi)際人才需要，提出導(dao)師制的(de)(de)(de)畢業(ye)設(she)計(ji)(ji)改(gai)革模式。學(xue)(xue)(xue)(xue)生(sheng)(sheng)從入(ru)學(xue)(xue)(xue)(xue)起就(jiu)有各自的(de)(de)(de)專業(ye)方向(xiang)性指導(dao)教師。通過(guo)學(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)(de)“一(yi)(yi)傳一(yi)(yi)幫一(yi)(yi)帶”將各年(nian)級學(xue)(xue)(xue)(xue)生(sheng)(sheng)引入(ru)到日常(chang)的(de)(de)(de)科研工(gong)作中[3]。例如(ru)：我院研究力學(xue)(xue)(xue)(xue)與(yu)新型建(jian)(jian)筑(zhu)材(cai)料(liao)的(de)(de)(de)一(yi)(yi)位教師，分(fen)(fen)(fen)配給大(da)(da)四學(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)(de)任(ren)(ren)務(wu)是分(fen)(fen)(fen)析建(jian)(jian)筑(zhu)材(cai)料(liao)的(de)(de)(de)工(gong)作性能(neng)、力學(xue)(xue)(xue)(xue)性能(neng)、畢業(ye)設(she)計(ji)(ji)等任(ren)(ren)務(wu)，大(da)(da)三(san)學(xue)(xue)(xue)(xue)生(sheng)(sheng)負(fu)責(ze)撰寫試(shi)(shi)驗(yan)(yan)方案和制備試(shi)(shi)驗(yan)(yan)試(shi)(shi)件(jian)，大(da)(da)二學(xue)(xue)(xue)(xue)生(sheng)(sheng)負(fu)責(ze)實(shi)際試(shi)(shi)驗(yan)(yan)操作，大(da)(da)一(yi)(yi)學(xue)(xue)(xue)(xue)生(sheng)(sheng)負(fu)責(ze)試(shi)(shi)驗(yan)(yan)相關(guan)資(zi)料(liao)的(de)(de)(de)搜(sou)集、整理。從而形成了(le)良好的(de)(de)(de)科研梯隊，學(xue)(xue)(xue)(xue)生(sheng)(sheng)科研素質有效(xiao)提高(gao)。當(dang)然，部分(fen)(fen)(fen)學(xue)(xue)(xue)(xue)生(sheng)(sheng)進入(ru)畢業(ye)設(she)計(ji)(ji)選題環節可能(neng)從事另外的(de)(de)(de)方向(xiang)，如(ru)結構計(ji)(ji)算(suan)、抗震等，但是3年(nian)多的(de)(de)(de)科研素質培養，即使學(xue)(xue)(xue)(xue)生(sheng)(sheng)更(geng)換(huan)畢業(ye)設(she)計(ji)(ji)方向(xiang)，他們也能(neng)從容完成相應任(ren)(ren)務(wu)。

2.2利(li)用專業課(ke)程(cheng)(cheng)教(jiao)育、課(ke)程(cheng)(cheng)設計等(deng)教(jiao)學(xue)環節

導師將(jiang)畢(bi)(bi)業(ye)(ye)(ye)設(she)(she)(she)計(ji)(ji)題目預先(xian)發到學(xue)生(sheng)手上，從(cong)學(xue)生(sheng)學(xue)習專業(ye)(ye)(ye)課開始著手畢(bi)(bi)業(ye)(ye)(ye)設(she)(she)(she)計(ji)(ji)，在(zai)學(xue)完(wan)房(fang)屋建筑學(xue)后，對畢(bi)(bi)業(ye)(ye)(ye)設(she)(she)(she)計(ji)(ji)中的建筑圖部分進行設(she)(she)(she)計(ji)(ji)，學(xue)完(wan)地基(ji)基(ji)礎后對畢(bi)(bi)業(ye)(ye)(ye)設(she)(she)(she)計(ji)(ji)中的基(ji)礎部分進行計(ji)(ji)算等(deng)等(deng)，有效利用(yong)課程(cheng)設(she)(she)(she)計(ji)(ji)時(shi)間對涉及(ji)到的畢(bi)(bi)業(ye)(ye)(ye)設(she)(she)(she)計(ji)(ji)內容精雕細琢(zhuo)[4]。

2.3開發學生主(zhu)動科研(yan)興趣

依托我(wo)院(yuan)創(chuang)(chuang)新平臺、本創(chuang)(chuang)項目(mu)，導(dao)師(shi)(shi)采取自愿(yuan)報(bao)名的(de)(de)(de)方(fang)式先期(qi)(qi)開(kai)展(zhan)部(bu)分(fen)學(xue)(xue)生(sheng)(sheng)的(de)(de)(de)畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)。實踐表明，學(xue)(xue)生(sheng)(sheng)帶著教學(xue)(xue)、科研(yan)任(ren)務(wu)完(wan)(wan)成(cheng)畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)，是(shi)一種主(zhu)動(dong)、高(gao)(gao)效(xiao)的(de)(de)(de)畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)模式。2.4改革現行(xing)課程(cheng)(cheng)體(ti)系(xi)梳(shu)理(li)(li)各(ge)(ge)門課程(cheng)(cheng)之(zhi)間銜接關系(xi)，打(da)通培養(yang)“大(da)土木”各(ge)(ge)個教學(xue)(xue)環節。提(ti)高(gao)(gao)教師(shi)(shi)管理(li)(li)素質，提(ti)高(gao)(gao)教師(shi)(shi)服務(wu)學(xue)(xue)生(sheng)(sheng)意識(shi)，將畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)質量看作(zuo)(zuo)(zuo)是(shi)檢(jian)驗教學(xue)(xue)產品的(de)(de)(de)最高(gao)(gao)標準[5]。2.5嚴格規(gui)范管理(li)(li)畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)流程(cheng)(cheng)。（1）選(xuan)題(ti)。在(zai)(zai)(zai)第七學(xue)(xue)期(qi)(qi)中(zhong)(zhong)期(qi)(qi)召開(kai)畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)（論(lun)文(wen)(wen)(wen)(wen)(wen)）動(dong)員(yuan)大(da)會(hui)，向學(xue)(xue)生(sheng)(sheng)明確(que)畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)（論(lun)文(wen)(wen)(wen)(wen)(wen)）的(de)(de)(de)具體(ti)要(yao)(yao)求、各(ge)(ge)階(jie)段(duan)工(gong)作(zuo)(zuo)(zuo)的(de)(de)(de)時(shi)(shi)間安(an)排和(he)評(ping)分(fen)標準。提(ti)供(gong)選(xuan)題(ti)供(gong)學(xue)(xue)生(sheng)(sheng)選(xuan)擇(ze)，或由指導(dao)教師(shi)(shi)與學(xue)(xue)生(sheng)(sheng)商(shang)議后確(que)定(ding)(ding)選(xuan)題(ti)。指導(dao)教師(shi)(shi)填寫畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)（論(lun)文(wen)(wen)(wen)(wen)(wen)）任(ren)務(wu)書(shu)(shu)，提(ti)出畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)（論(lun)文(wen)(wen)(wen)(wen)(wen)）的(de)(de)(de)內(nei)容(rong)、要(yao)(yao)求等(deng)，擬定(ding)(ding)工(gong)作(zuo)(zuo)(zuo)進度，列(lie)出參(can)考文(wen)(wen)(wen)(wen)(wen)獻(xian)目(mu)錄(lu)。（2）開(kai)題(ti)。在(zai)(zai)(zai)畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)（論(lun)文(wen)(wen)(wen)(wen)(wen)）工(gong)作(zuo)(zuo)(zuo)開(kai)始(shi)后2～4周內(nei)，學(xue)(xue)生(sheng)(sheng)在(zai)(zai)(zai)充分(fen)查(cha)(cha)閱文(wen)(wen)(wen)(wen)(wen)獻(xian)資(zi)(zi)料(liao)(liao)的(de)(de)(de)基礎上完(wan)(wan)成(cheng)開(kai)題(ti)工(gong)作(zuo)(zuo)(zuo)，包括資(zi)(zi)料(liao)(liao)收集(ji)、外文(wen)(wen)(wen)(wen)(wen)文(wen)(wen)(wen)(wen)(wen)獻(xian)翻(fan)譯和(he)文(wen)(wen)(wen)(wen)(wen)獻(xian)綜(zong)述，同時(shi)(shi)填寫開(kai)題(ti)報(bao)告概述表，了(le)解選(xuan)題(ti)的(de)(de)(de)意義、國內(nei)外研(yan)究現狀及(ji)存(cun)在(zai)(zai)(zai)問(wen)題(ti)，落(luo)實主(zhu)要(yao)(yao)研(yan)究內(nei)容(rong)、研(yan)究方(fang)法(fa)、步驟(zou)和(he)措施等(deng)，并由專(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)負(fu)責(ze)(ze)(ze)人(ren)組(zu)織學(xue)(xue)生(sheng)(sheng)開(kai)題(ti)答(da)(da)辯(bian)。（3）中(zhong)(zhong)期(qi)(qi)檢(jian)查(cha)(cha)。在(zai)(zai)(zai)畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)（論(lun)文(wen)(wen)(wen)(wen)(wen)）工(gong)作(zuo)(zuo)(zuo)過程(cheng)(cheng)中(zhong)(zhong)，指導(dao)教師(shi)(shi)每周與學(xue)(xue)生(sheng)(sheng)見(jian)面(mian)1-2次，對(dui)(dui)(dui)學(xue)(xue)生(sheng)(sheng)進行(xing)檢(jian)查(cha)(cha)、指導(dao)和(he)交流。在(zai)(zai)(zai)中(zhong)(zhong)期(qi)(qi)，由學(xue)(xue)院(yuan)、督導(dao)專(zhuan)家(jia)組(zu)、專(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)負(fu)責(ze)(ze)(ze)人(ren)、指導(dao)教師(shi)(shi)對(dui)(dui)(dui)學(xue)(xue)生(sheng)(sheng)畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)（論(lun)文(wen)(wen)(wen)(wen)(wen)）進展(zhan)情況進行(xing)檢(jian)查(cha)(cha)和(he)答(da)(da)辯(bian)，對(dui)(dui)(dui)進度緩慢(man)的(de)(de)(de)學(xue)(xue)生(sheng)(sheng)提(ti)出預警。（4）畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)（論(lun)文(wen)(wen)(wen)(wen)(wen)）答(da)(da)辯(bian)與成(cheng)績(ji)評(ping)定(ding)(ding)。在(zai)(zai)(zai)畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)(論(lun)文(wen)(wen)(wen)(wen)(wen))后期(qi)(qi)，學(xue)(xue)院(yuan)成(cheng)立(li)畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)（論(lun)文(wen)(wen)(wen)(wen)(wen)）領(ling)導(dao)小(xiao)組(zu)和(he)答(da)(da)辯(bian)委員(yuan)會(hui)，制定(ding)(ding)畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)答(da)(da)辯(bian)的(de)(de)(de)程(cheng)(cheng)序和(he)評(ping)分(fen)標準，評(ping)定(ding)(ding)成(cheng)績(ji)時(shi)(shi)，按照(zhao)評(ping)分(fen)標準從嚴要(yao)(yao)求。（5）總結(jie)(jie)。畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)（論(lun)文(wen)(wen)(wen)(wen)(wen)）工(gong)作(zuo)(zuo)(zuo)結(jie)(jie)束后，專(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)負(fu)責(ze)(ze)(ze)人(ren)寫出書(shu)(shu)面(mian)總結(jie)(jie)，內(nei)容(rong)包括：畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)（論(lun)文(wen)(wen)(wen)(wen)(wen)）情況，存(cun)在(zai)(zai)(zai)問(wen)題(ti)及(ji)改進措施等(deng)。在(zai)(zai)(zai)整個畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)期(qi)(qi)間，學(xue)(xue)院(yuan)教學(xue)(xue)督導(dao)組(zu)、教務(wu)處(chu)、專(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)負(fu)責(ze)(ze)(ze)人(ren)對(dui)(dui)(dui)畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)（論(lun)文(wen)(wen)(wen)(wen)(wen)）的(de)(de)(de)各(ge)(ge)環節進行(xing)跟蹤檢(jian)查(cha)(cha)，強(qiang)化過程(cheng)(cheng)管理(li)(li)，切實保(bao)證了(le)畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)(she)(she)計(ji)(ji)(ji)（論(lun)文(wen)(wen)(wen)(wen)(wen)）的(de)(de)(de)質量。

3.結束語

獨立(li)學(xue)院(yuan)作(zuo)為新形(xing)(xing)勢(shi)下(xia)高等教育辦學(xue)機制(zhi)與模(mo)式(shi)(shi)的(de)探(tan)索與創(chuang)新，其人才(cai)培養(yang)(yang)(yang)模(mo)式(shi)(shi)還處在不(bu)斷的(de)探(tan)索之中(zhong)，因此恰當定位自己的(de)人才(cai)培養(yang)(yang)(yang)目標(biao)，形(xing)(xing)成自己的(de)人才(cai)培養(yang)(yang)(yang)模(mo)式(shi)(shi)，有計劃、有步驟地培養(yang)(yang)(yang)出(chu)能滿足社會需要的(de)特色應用型創(chuang)新人才(cai)是勢(shi)在必行的(de)。通過畢(bi)(bi)業(ye)設計模(mo)式(shi)(shi)優化改革，為學(xue)生畢(bi)(bi)業(ye)設計創(chuang)造良(liang)好環境，改變(bian)目前獨立(li)學(xue)院(yuan)在面對畢(bi)(bi)業(ye)生檢查和學(xue)位授予時的(de)種種難(nan)題。同時可在選題時結(jie)合地方(fang)經濟(ji)建設，以(yi)就業(ye)為導向，培養(yang)(yang)(yang)應用型技術人才(cai)。

參考文獻:

[1]李衛,朱瑞(rui)祥,張(zhang)軍昌.本科畢業設計(論(lun)文)中的問題及對(dui)策[J].高教(jiao)論(lun)壇.2011(08)

[2]于華,張雅芳,劉允.提高本科畢業設計(論文)質量的探(tan)索(suo)與(yu)思考(kao)[J].中國電(dian)力教育(yu).2011(25)

[3]楊艾玲,李其蘭,杜松云.關于(yu)提高本科生畢業設計(論(lun)文(wen))質(zhi)量(liang)的幾點建議[J].廣州化(hua)工.2011(18)

[4]劉(liu)岱,周(zhou)德新,詹(zhan)湘琳.基于教(jiao)學與科(ke)(ke)研(yan)相結合的本科(ke)(ke)畢業設計研(yan)究[J].教(jiao)育教(jiao)學論壇.2015(33)

篇8

[關(guan)鍵詞]土(tu)木(mu)工(gong)程 應用型 實踐 教(jiao)學基地

[文獻標識碼]A

一、引言

預計到(dao)2015年，我(wo)(wo)國(guo)高等(deng)(deng)教(jiao)育毛(mao)入(ru)(ru)學(xue)(xue)(xue)(xue)率將達到(dao)36%，中國(guo)在高等(deng)(deng)教(jiao)育進入(ru)(ru)大眾化時代，培養高素(su)質應用型(xing)人才成為(wei)高等(deng)(deng)院校(xiao)的重要(yao)(yao)任務[1]。而實(shi)踐教(jiao)學(xue)(xue)(xue)(xue)基(ji)地(di)(di)是(shi)學(xue)(xue)(xue)(xue)生(sheng)實(shi)踐教(jiao)學(xue)(xue)(xue)(xue)主要(yao)(yao)載體，加強實(shi)踐教(jiao)學(xue)(xue)(xue)(xue)，促進理(li)論教(jiao)學(xue)(xue)(xue)(xue)發(fa)展是(shi)社會發(fa)展的需(xu)(xu)要(yao)(yao)，是(shi)產(chan)學(xue)(xue)(xue)(xue)研(yan)結合大勢所(suo)趨[2]。目前(qian)我(wo)(wo)國(guo)高校(xiao)就(jiu)業(ye)形勢嚴峻(jun)，相當(dang)一部分(fen)(fen)學(xue)(xue)(xue)(xue)生(sheng)畢(bi)(bi)業(ye)找不(bu)到(dao)工作，而同時企(qi)業(ye)卻(que)也存在招(zhao)不(bu)到(dao)人的情況。一部分(fen)(fen)土木(mu)工程(cheng)(cheng)專業(ye)本科畢(bi)(bi)業(ye)生(sheng)想(xiang)出國(guo)留學(xue)(xue)(xue)(xue)、考研(yan)深造(zao)和(he)進設(she)計院等(deng)(deng)，但(dan)(dan)隨(sui)著本科畢(bi)(bi)業(ye)生(sheng)越來越多，這(zhe)些需(xu)(xu)求(qiu)單位趨于(yu)飽(bao)和(he)使得需(xu)(xu)求(qiu)量(liang)越來越小，而從(cong)事(shi)建筑施(shi)工、監理(li)、等(deng)(deng)行業(ye)，但(dan)(dan)部分(fen)(fen)學(xue)(xue)(xue)(xue)生(sheng)由于(yu)缺(que)乏工程(cheng)(cheng)實(shi)際而無(wu)法勝任工作[3-4]。我(wo)(wo)校(xiao)土木(mu)工程(cheng)(cheng)專業(ye)（含鐵道(dao)與城市(shi)軌(gui)道(dao)、隧(sui)道(dao)與地(di)(di)下工程(cheng)(cheng)兩(liang)個專業(ye)方(fang)向）雖然歷史不(bu)太長(chang)，但(dan)(dan)發(fa)展十分(fen)(fen)迅速(su)，做為(wei)東(dong)北(bei)唯一一所(suo)以軌(gui)道(dao)交通(tong)為(wei)特色(se)的本科院校(xiao)，2010年被評為(wei)國(guo)家(jia)特色(se)專業(ye)，一直非常(chang)重視實(shi)踐教(jiao)學(xue)(xue)(xue)(xue)質量(liang)，通(tong)過教(jiao)學(xue)(xue)(xue)(xue)改革立項等(deng)(deng)方(fang)式不(bu)斷(duan)推進實(shi)踐教(jiao)學(xue)(xue)(xue)(xue)研(yan)究，從(cong)整體上保證學(xue)(xue)(xue)(xue)生(sheng)從(cong)入(ru)(ru)學(xue)(xue)(xue)(xue)到(dao)畢(bi)(bi)業(ye)四年實(shi)踐教(jiao)學(xue)(xue)(xue)(xue)不(bu)斷(duan)線，以實(shi)踐環(huan)節為(wei)主要(yao)(yao)載體，培養學(xue)(xue)(xue)(xue)生(sheng)的實(shi)踐、科研(yan)及創(chuang)新能力。

二、目前實踐教學基(ji)地建設存(cun)在的弊端

近年來，我國高校(xiao)各土木工(gong)程(cheng)專業(ye)一直都很重視實(shi)踐教學(xue)基地建設，從各級領導到學(xue)院的(de)各位老師(shi)，也深(shen)知(zhi)實(shi)踐教學(xue)對(dui)于(yu)土木工(gong)程(cheng)專業(ye)的(de)重要性，但也實(shi)施過(guo)程(cheng)中也存在著這樣(yang)(yang)那樣(yang)(yang)的(de)弊端，影響(xiang)實(shi)踐教學(xue)的(de)效果。

（一）大學(xue)生缺少吃苦耐(nai)勞的精神，重理(li)論輕(qing)實踐

土木工(gong)程專業是(shi)(shi)(shi)(shi)一門實(shi)踐性很(hen)強的學科，同時(shi)也(ye)(ye)(ye)是(shi)(shi)(shi)(shi)比(bi)較(jiao)艱(jian)苦(ku)(ku)的行(xing)業，尤其是(shi)(shi)(shi)(shi)施(shi)工(gong)單位。而(er)目前在(zai)校大學生大部分都是(shi)(shi)(shi)(shi)九零年左右(you)的青少年，從小很(hen)少吃苦(ku)(ku)，對于(yu)施(shi)工(gong)一線的辛苦(ku)(ku)有(you)點望而(er)卻(que)步，雖有(you)時(shi)參與到具體工(gong)程中，但也(ye)(ye)(ye)只是(shi)(shi)(shi)(shi)走馬觀花(hua)，徒有(you)形式(shi)，認(ren)為只需要把課本(ben)上的內(nei)容學明白就行(xing)，將(jiang)來工(gong)作后再具體實(shi)踐也(ye)(ye)(ye)不遲，這是(shi)(shi)(shi)(shi)極端錯誤(wu)的一種認(ren)識[5]。

（二(er)）實踐教學模式存在弊端(duan)，內容形(xing)式單(dan)一

目前大(da)部分(fen)教(jiao)師(shi)還是采用傳(chuan)統的(de)講授方式進行授課，有些(xie)課程設計、生產(chan)(chan)實(shi)習(xi)等實(shi)踐環(huan)節理論講授較多(duo)，讓每位同學(xue)(xue)都參(can)與的(de)機(ji)會(hui)較少，教(jiao)師(shi)在唱獨角戲，沒有形成互(hu)動的(de)學(xue)(xue)習(xi)氛圍。學(xue)(xue)生學(xue)(xue)習(xi)的(de)積極(ji)性(xing)不高，而且由(you)于近年來各高校擴(kuo)招嚴(yan)重，學(xue)(xue)校的(de)教(jiao)學(xue)(xue)實(shi)驗設備、場地等嚴(yan)重滯后，也影響了(le)實(shi)踐教(jiao)學(xue)(xue)的(de)效果。實(shi)踐教(jiao)學(xue)(xue)基(ji)地大(da)部分(fen)也是不太固定(ding)，每屆學(xue)(xue)生的(de)生產(chan)(chan)實(shi)習(xi)、畢業設計等環(huan)節和實(shi)踐結合機(ji)會(hui)不多(duo)，影響了(le)學(xue)(xue)習(xi)效果。

（三）實(shi)習教學的短期(qi)性、分散性、低效性

 目前土木工(gong)(gong)程專業(ye)培養方案中(zhong)(zhong)一般(ban)安排(pai)3周左右的生(sheng)產實(shi)(shi)習，時(shi)間(jian)較(jiao)短，還沒融入到實(shi)(shi)際生(sheng)產中(zhong)(zhong)實(shi)(shi)習就結束了(le)。而且目前大部分施工(gong)(gong)單位不愿接受學(xue)生(sheng)集中(zhong)(zhong)實(shi)(shi)習，擔心學(xue)生(sheng)實(shi)(shi)習會影響(xiang)工(gong)(gong)程進度，害(hai)怕出現(xian)安全事故。所(suo)以就分散指(zhi)導和管理，實(shi)(shi)習效果常(chang)常(chang)要(yao)打折扣(kou)。

（四）缺(que)少(shao)雙師型(xing)教(jiao)師

目前我國(guo)高(gao)校(xiao)(xiao)在引進人(ren)才時(shi)存在著(zhu)一(yi)(yi)個(ge)通病(bing)就(jiu)是(shi)：強調高(gao)學(xue)歷高(gao)學(xue)位(wei)，缺(que)乏對教師工(gong)程背景和(he)工(gong)程實(shi)踐經(jing)驗的(de)(de)(de)要求。理論(lun)水(shui)平(ping)很高(gao)的(de)(de)(de)缺(que)乏實(shi)際經(jing)驗，而(er)有(you)豐富(fu)實(shi)際經(jing)驗的(de)(de)(de)則學(xue)歷和(he)科研水(shui)平(ping)不(bu)一(yi)(yi)定高(gao)，而(er)我國(guo)高(gao)校(xiao)(xiao)選擇教師時(shi)通常偏重較高(gao)的(de)(de)(de)科研理論(lun)水(shui)平(ping)。這(zhe)些高(gao)學(xue)歷的(de)(de)(de)教師基本是(shi)從學(xue)校(xiao)(xiao)到學(xue)校(xiao)(xiao)，沒有(you)經(jing)歷過社會(hui)實(shi)踐，缺(que)乏工(gong)程素質，在指導學(xue)生的(de)(de)(de)實(shi)踐環(huan)節上(shang)底(di)氣不(bu)足或指導不(bu)到位(wei)，這(zhe)個(ge)因素大大影響了學(xue)生實(shi)踐能力(li)的(de)(de)(de)培養(yang)。

三(san)、我(wo)校實踐(jian)教學基地(di)建設舉措與(yu)主(zhu)要內容

我(wo)校土(tu)木(mu)工程專業(ye)做(zuo)為國(guo)家特色專業(ye)，越(yue)來越(yue)重視實踐(jian)(jian)教學的，并(bing)采取許多措施保證實踐(jian)(jian)教學基地建設(she)(she)效(xiao)果，力求使(shi)我(wo)校的土(tu)木(mu)工程專業(ye)畢業(ye)生(sheng)有著(zhu)鮮(xian)明特點、適(shi)應能(neng)力強(qiang)，為我(wo)國(guo)的鐵路建設(she)(she)和振(zhen)興東北(bei)老(lao)工業(ye)基地做(zuo)貢獻。

（一(yi)）制(zhi)定(ding)為實踐教(jiao)學基(ji)地建設創造有(you)力條件的培養方案

實(shi)(shi)施重視實(shi)(shi)踐(jian)(jian)教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)基(ji)地建設人才培(pei)養(yang)方案，2010版新培(pei)養(yang)方案的(de)(de)修(xiu)訂過程(cheng)中，我們特(te)意減少了理論課(ke)時(shi)(shi)，從2460學(xue)(xue)(xue)(xue)(xue)時(shi)(shi)減為2240學(xue)(xue)(xue)(xue)(xue)時(shi)(shi)，加強了實(shi)(shi)踐(jian)(jian)環(huan)節(jie)的(de)(de)安排，實(shi)(shi)踐(jian)(jian)環(huan)節(jie)學(xue)(xue)(xue)(xue)(xue)分(fen)由30學(xue)(xue)(xue)(xue)(xue)分(fen)提(ti)(ti)高到40學(xue)(xue)(xue)(xue)(xue)分(fen)，并(bing)對影響(xiang)實(shi)(shi)踐(jian)(jian)環(huan)節(jie)的(de)(de)教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)環(huan)節(jie)進行(xing)了修(xiu)改(gai)：比如將(jiang)第8學(xue)(xue)(xue)(xue)(xue)期(qi)的(de)(de)兩門選(xuan)修(xiu)課(ke)提(ti)(ti)前到第7學(xue)(xue)(xue)(xue)(xue)期(qi)，而(er)將(jiang)第七學(xue)(xue)(xue)(xue)(xue)期(qi)的(de)(de)生產(chan)實(shi)(shi)習調到第8學(xue)(xue)(xue)(xue)(xue)期(qi)，這(zhe)樣(yang)就使最后一(yi)學(xue)(xue)(xue)(xue)(xue)期(qi)就僅有(you)生產(chan)實(shi)(shi)習和畢(bi)業設計(ji)兩個實(shi)(shi)踐(jian)(jian)環(huan)節(jie)，沒有(you)理論教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)，為學(xue)(xue)(xue)(xue)(xue)生理論聯系實(shi)(shi)踐(jian)(jian)提(ti)(ti)供了一(yi)個很(hen)好的(de)(de)平臺。而(er)且(qie)學(xue)(xue)(xue)(xue)(xue)生除了在學(xue)(xue)(xue)(xue)(xue)校簽訂協(xie)議的(de)(de)實(shi)(shi)踐(jian)(jian)教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)基(ji)地實(shi)(shi)習外，還鼓勵學(xue)(xue)(xue)(xue)(xue)生到畢(bi)業簽約單位實(shi)(shi)習半年(nian)(nian)或(huo)一(yi)年(nian)(nian)，這(zhe)樣(yang)相當(dang)于學(xue)(xue)(xue)(xue)(xue)生在正(zheng)式畢(bi)業之前已經工多(duo)了半年(nian)(nian)到一(yi)年(nian)(nian)的(de)(de)時(shi)(shi)間，對于學(xue)(xue)(xue)(xue)(xue)生畢(bi)業后盡快(kuai)適應工作崗位起到了很(hen)好的(de)(de)效果。

（二）建立校(xiao)企戰略(lve)合作機制，為學生實習(xi)就業提供良好的平臺

近年來，我(wo)校土木工(gong)程專(zhuan)業(ye)同行業(ye)內(nei)二十多家相關(guan)單(dan)(dan)(dan)(dan)位(wei)(wei)簽(qian)訂了實(shi)(shi)(shi)踐教(jiao)學(xue)基地協議：勘察設計單(dan)(dan)(dan)(dan)位(wei)(wei)和大連(lian)市政設計院、檢測單(dan)(dan)(dan)(dan)位(wei)(wei)同遼寧省水工(gong)勘察設計院、施工(gong)單(dan)(dan)(dan)(dan)位(wei)(wei)同中(zhong)鐵九局中(zhong)鐵十三局、監(jian)理單(dan)(dan)(dan)(dan)位(wei)(wei)同大連(lian)天意(yi)工(gong)程監(jian)理有(you)限公司(si)、工(gong)程造價咨詢同華東工(gong)程咨詢有(you)限公司(si)等單(dan)(dan)(dan)(dan)位(wei)(wei)建立(li)了良(liang)好的合作(zuo)關(guan)系。互(hu)惠(hui)互(hu)利(li)，優勢互(hu)補。企業(ye)為學(xue)生提(ti)供了良(liang)好的實(shi)(shi)(shi)踐環境，學(xue)生通過頂崗(gang)掛職為企業(ye)提(ti)供技術服務，同時企業(ye)還(huan)有(you)優先選聘人才(cai)的機會。實(shi)(shi)(shi)習結束(shu)后，實(shi)(shi)(shi)習單(dan)(dan)(dan)(dan)位(wei)(wei)根據學(xue)生實(shi)(shi)(shi)習表現和學(xue)生意(yi)愿擇優錄(lu)取到單(dan)(dan)(dan)(dan)位(wei)(wei)工(gong)作(zuo)，起到了雙贏的效果。

（三(san)）學生實(shi)習實(shi)踐成績雙導師評價制度

學(xue)(xue)生(sheng)的(de)生(sheng)產實(shi)習(xi)、畢(bi)業設計等在(zai)實(shi)踐(jian)教(jiao)(jiao)學(xue)(xue)基(ji)(ji)(ji)地完(wan)成(cheng)的(de)環節，成(cheng)績要由學(xue)(xue)校帶隊老(lao)師和(he)實(shi)踐(jian)教(jiao)(jiao)學(xue)(xue)基(ji)(ji)(ji)地指導老(lao)師共同協商確定，并(bing)充分尊(zun)重(zhong)基(ji)(ji)(ji)地指導老(lao)師的(de)意見(jian)。在(zai)合作(zuo)企(qi)業開辟畢(bi)業論文答(da)辯(bian)場(chang)。答(da)辯(bian)委員會(hui)(hui)成(cheng)員由學(xue)(xue)校教(jiao)(jiao)師和(he)實(shi)踐(jian)教(jiao)(jiao)學(xue)(xue)基(ji)(ji)(ji)地技術負責人(ren)組(zu)成(cheng)，根據論文內(nei)容向學(xue)(xue)生(sheng)隨機提問，答(da)辯(bian)結(jie)束后，答(da)辯(bian)委員會(hui)(hui)根據學(xue)(xue)生(sheng)分析與解(jie)決問題(ti)的(de)能力、工作(zuo)量、工作(zuo)態(tai)度和(he)論文質(zhi)量以及(ji)答(da)辯(bian)中的(de)表現給出成(cheng)績，而且實(shi)踐(jian)基(ji)(ji)(ji)地指導教(jiao)(jiao)師成(cheng)績權重(zhong)不低于50%。

（四）鼓(gu)勵專業教師和(he)校外企業合(he)作，為(wei)實(shi)踐(jian)教學基地建設提供平臺

僅(jin)去年一(yi)年，我校土木工(gong)(gong)程專業就(jiu)和(he)(he)中鐵九局大(da)(da)連工(gong)(gong)程處(chu)、中鐵十三局一(yi)處(chu)、大(da)(da)連天意(yi)工(gong)(gong)程監理有限公司等6家單(dan)位簽訂了實(shi)踐教學(xue)(xue)(xue)基(ji)地(di)協議(yi)，為(wei)180余名學(xue)(xue)(xue)生(sheng)(sheng)安排了生(sheng)(sheng)產(chan)實(shi)習，并解決了50多名同學(xue)(xue)(xue)的畢(bi)業設(she)計，其中30余名同學(xue)(xue)(xue)還和(he)(he)教學(xue)(xue)(xue)基(ji)地(di)單(dan)位簽訂了就(jiu)業協議(yi)，使學(xue)(xue)(xue)校培養的學(xue)(xue)(xue)生(sheng)(sheng)能(neng)在生(sheng)(sheng)產(chan)經(jing)營第一(yi)線學(xue)(xue)(xue)習到先(xian)進(jin)(jin)生(sheng)(sheng)產(chan)的前沿技術和(he)(he)先(xian)進(jin)(jin)的管理經(jing)驗，打造學(xue)(xue)(xue)生(sheng)(sheng)畢(bi)業—上崗無縫對(dui)接。取(qu)得了良好的效果。

五、結語

土(tu)(tu)木工(gong)程專(zhuan)業(ye)的(de)(de)(de)學(xue)(xue)科(ke)特殊(shu)性決定了實踐教學(xue)(xue)環(huan)節(jie)對于(yu)培養學(xue)(xue)生(sheng)(sheng)的(de)(de)(de)重要性。安全問題最(zui)重要。安全問題永(yong)遠(yuan)是(shi)擺(bai)在(zai)第一位的(de)(de)(de)，永(yong)遠(yuan)是(shi)最(zui)重要的(de)(de)(de)事情。而且由于(yu)土(tu)(tu)木工(gong)程專(zhuan)業(ye)的(de)(de)(de)特殊(shu)性，安全問題更不能掉以輕心。很多單位不愿意(yi)接受學(xue)(xue)生(sheng)(sheng)實習實踐，很主要的(de)(de)(de)原(yuan)因就(jiu)是(shi)擔(dan)心安全問題。借助振興東北、大(da)連市全域城(cheng)市化的(de)(de)(de)良好(hao)契機，積極和企業(ye)合作，做好(hao)實踐教學(xue)(xue)基(ji)地的(de)(de)(de)建設工(gong)作，為我(wo)校服務地方經濟、振興東北培養出培養高(gao)素質(zhi)的(de)(de)(de)、符合國家特色專(zhuan)業(ye)要求的(de)(de)(de)應用型人才！

基(ji)金項(xiang)目(mu)：遼(liao)寧(ning)省省級教(jiao)改項(xiang)目(mu)：鐵道與城市軌道工(gong)程專業建設(she)及人(ren)才培養(yang)模式(shi)的探(tan)索與研究(jiu)（遼(liao)教(jiao)[2009]141號(hao)）

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[2]周(zhou)莉(li).土木工(gong)程專業(ye)實(shi)踐性教學體系(xi)的(de)研究與實(shi)踐[J].黑龍江高教研究，2005（1）：156-157；

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篇9

論文摘要(yao)(yao)：土木工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)是(shi)(shi)現代建(jian)筑(zhu)工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)中的(de)(de)重(zhong)要(yao)(yao)組成部分，其施(shi)工(gong)(gong)質(zhi)量(liang)對工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)整體質(zhi)量(liang)有(you)著重(zhong)要(yao)(yao)的(de)(de)影響。把握(wo)現代的(de)(de)質(zhi)量(liang)控制思想從而(er)達到(dao)對土木工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)工(gong)(gong)的(de)(de)質(zhi)量(liang)控制，同時也(ye)(ye)是(shi)(shi)作為現代工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)工(gong)(gong)的(de)(de)重(zhong)要(yao)(yao)工(gong)(gong)作，也(ye)(ye)是(shi)(shi)對施(shi)工(gong)(gong)質(zhi)量(liang)得以保障的(de)(de)重(zhong)要(yao)(yao)因(yin)素。

我國(guo)經濟的(de)(de)快速(su)發(fa)展為城(cheng)鎮建(jian)設(she)帶(dai)來了良好的(de)(de)發(fa)展共建(jian)，其極大的(de)(de)促進(jin)了我國(guo)工(gong)(gong)(gong)(gong)程建(jian)設(she)的(de)(de)發(fa)展。作為現代工(gong)(gong)(gong)(gong)程建(jian)筑施(shi)(shi)工(gong)(gong)(gong)(gong)的(de)(de)重要組(zu)成部(bu)分，土木工(gong)(gong)(gong)(gong)程施(shi)(shi)工(gong)(gong)(gong)(gong)質(zhi)(zhi)(zhi)量(liang)控制(zhi)與(yu)管理是(shi)工(gong)(gong)(gong)(gong)程施(shi)(shi)工(gong)(gong)(gong)(gong)管理工(gong)(gong)(gong)(gong)作的(de)(de)重點，是(shi)工(gong)(gong)(gong)(gong)程整(zheng)體質(zhi)(zhi)(zhi)量(liang)控制(zhi)與(yu)管理的(de)(de)關鍵。土木工(gong)(gong)(gong)(gong)程建(jian)設(she)項(xiang)目的(de)(de)成敗(bai)在(zai)于質(zhi)(zhi)(zhi)量(liang)，離開質(zhi)(zhi)(zhi)量(liang)，其他一(yi)切(qie)都無從談起(qi)。因此，要把土木工(gong)(gong)(gong)(gong)程施(shi)(shi)工(gong)(gong)(gong)(gong)的(de)(de)質(zhi)(zhi)(zhi)量(liang)管理納入(ru)整(zheng)個(ge)建(jian)設(she)項(xiang)目的(de)(de)實施(shi)(shi)計劃以及實施(shi)(shi)過(guo)程之中。實際上(shang)，沒(mei)有(you)(you)比使用(yong)方更(geng)關心(xin)工(gong)(gong)(gong)(gong)程質(zhi)(zhi)(zhi)量(liang)的(de)(de)了。但(dan)要保證施(shi)(shi)工(gong)(gong)(gong)(gong)質(zhi)(zhi)(zhi)量(liang)，使用(yong)方有(you)(you)必要組(zu)織有(you)(you)經驗的(de)(de)專業的(de)(de)質(zhi)(zhi)(zhi)量(liang)管理隊伍，對(dui)整(zheng)個(ge)設(she)計施(shi)(shi)工(gong)(gong)(gong)(gong)過(guo)程，包(bao)括對(dui)工(gong)(gong)(gong)(gong)程設(she)計、施(shi)(shi)工(gong)(gong)(gong)(gong)單(dan)(dan)位、建(jian)設(she)用(yong)材、施(shi)(shi)工(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)藝(yi)以及監理工(gong)(gong)(gong)(gong)作等多方面(mian)的(de)(de)管理，還要包(bao)括指(zhi)導施(shi)(shi)工(gong)(gong)(gong)(gong)單(dan)(dan)位對(dui)施(shi)(shi)工(gong)(gong)(gong)(gong)人員進(jin)行適時培訓和(he)有(you)(you)效地(di)激勵(li)。

一、現代土木(mu)工程施工質量控制分(fen)析

針(zhen)對近年來我國工(gong)(gong)(gong)(gong)程(cheng)建設過(guo)(guo)程(cheng)中(zhong)出現(xian)的(de)問題(ti)與(yu)質(zhi)量(liang)(liang)(liang)事(shi)故等進行(xing)的(de)研究表明(ming)，土木工(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)質(zhi)量(liang)(liang)(liang)控(kong)制(zhi)與(yu)管理體系的(de)不(bu)健(jian)全是(shi)導(dao)致這一情況發生的(de)主要原因。由于施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)企(qi)業(ye)(ye)沒有完善的(de)質(zhi)量(liang)(liang)(liang)控(kong)制(zhi)體系、不(bu)能針(zhen)對工(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)及情況進行(xing)質(zhi)量(liang)(liang)(liang)控(kong)制(zhi)點(dian)的(de)設置導(dao)致工(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)過(guo)(guo)程(cheng)中(zhong)許多因素(su)不(bu)處(chu)于受(shou)控(kong)狀態，最終導(dao)致各項質(zhi)量(liang)(liang)(liang)問題(ti)的(de)出現(xian)。針(zhen)對這樣的(de)情況，現(xian)代(dai)工(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)企(qi)業(ye)(ye)在(zai)進行(xing)土木工(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)質(zhi)量(liang)(liang)(liang)控(kong)制(zhi)與(yu)管理時，必須(xu)針(zhen)對自身管理工(gong)(gong)(gong)(gong)作特點(dian)以及工(gong)(gong)(gong)(gong)程(cheng)實際情況進行(xing)科(ke)學(xue)的(de)分(fen)析，以此保障施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)質(zhi)量(liang)(liang)(liang)控(kong)制(zhi)體系在(zai)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)過(guo)(guo)程(cheng)中(zhong)的(de)適應(ying)性，提(ti)高施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)質(zhi)量(liang)(liang)(liang)控(kong)制(zhi)與(yu)管理實施(shi)(shi)(shi)的(de)效果，保障土木工(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)質(zhi)量(liang)(liang)(liang)。

建立比較完(wan)善(shan)的施工(gong)管(guan)理(li)(li)成(cheng)本(ben)管(guan)理(li)(li)機制(zhi)，加強工(gong)程(cheng)項目(mu)(mu)成(cheng)本(ben)控(kong)(kong)制(zhi)是施工(gong)企業(ye)(ye)積蓄(xu)財力、增強企業(ye)(ye)競(jing)爭力的必由之路(lu)。工(gong)程(cheng)項目(mu)(mu)成(cheng)本(ben)控(kong)(kong)制(zhi)，就(jiu)是在工(gong)程(cheng)項目(mu)(mu)實(shi)施過(guo)程(cheng)中(zhong)通過(guo)適當的技(ji)術和管(guan)理(li)(li)手段，對(dui)施工(gong)生產過(guo)程(cheng)中(zhong)所消(xiao)耗的生產資料轉移價(jia)(jia)值和勞(lao)動消(xiao)耗創(chuang)造的價(jia)(jia)值以及其他費(fei)(fei)用開支(zhi)和其他管(guan)理(li)(li)工(gong)作等，進(jin)行計劃(hua)、實(shi)施、監督、調節和控(kong)(kong)制(zhi)，按照預先制(zhi)定的目(mu)(mu)標計劃(hua)，通過(guo)對(dui)工(gong)程(cheng)實(shi)施中(zhong)已(yi)發(fa)生或(huo)將發(fa)生的費(fei)(fei)用支(zhi)出(chu)進(jin)行檢查、復(fu)核(he)、糾偏。

二、土木工程施工質量(liang)的控制工作

1.現代(dai)工(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)(gong)質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)(liang)控制(zhi)研究的(de)(de)深入為土(tu)木工(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)(gong)企(qi)業質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)(liang)管(guan)理(li)(li)(li)(li)體系(xi)(xi)的(de)(de)建(jian)立與(yu)完(wan)(wan)善奠定了良好(hao)的(de)(de)基(ji)礎，使得現代(dai)工(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)(gong)企(qi)業能夠以質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)(liang)控制(zhi)研究理(li)(li)(li)(li)論(lun)為基(ji)礎促進(jin)自(zi)身質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)(liang)控制(zhi)體系(xi)(xi)的(de)(de)完(wan)(wan)善。現代(dai)土(tu)木工(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)(gong)企(qi)業質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)(liang)管(guan)理(li)(li)(li)(li)體系(xi)(xi)應(ying)根據自(zi)身施(shi)工(gong)(gong)(gong)(gong)管(guan)理(li)(li)(li)(li)架構與(yu)工(gong)(gong)(gong)(gong)作流程(cheng)(cheng)構建(jian)基(ji)礎質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)(liang)控制(zhi)管(guan)理(li)(li)(li)(li)體系(xi)(xi)，并結(jie)合工(gong)(gong)(gong)(gong)程(cheng)(cheng)實(shi)際情況進(jin)行質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)(liang)控制(zhi)的(de)(de)完(wan)(wan)善，以這(zhe)樣(yang)的(de)(de)管(guan)理(li)(li)(li)(li)體系(xi)(xi)建(jian)立、完(wan)(wan)善方(fang)式使企(qi)業在進(jin)行每(mei)一項工(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)(gong)時(shi)都能夠保障(zhang)質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)(liang)管(guan)理(li)(li)(li)(li)體系(xi)(xi)的(de)(de)適(shi)應(ying)性，滿足工(gong)(gong)(gong)(gong)程(cheng)(cheng)實(shi)際需求。避免(mian)傳統(tong)施(shi)工(gong)(gong)(gong)(gong)質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)(liang)控制(zhi)體系(xi)(xi)不能滿足工(gong)(gong)(gong)(gong)程(cheng)(cheng)實(shi)際情況造成的(de)(de)質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)(liang)控制(zhi)不適(shi)應(ying)性。通過(guo)科(ke)學的(de)(de)質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)(liang)管(guan)理(li)(li)(li)(li)體系(xi)(xi)完(wan)(wan)善，促進(jin)土(tu)木工(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)(gong)質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)(liang)控制(zhi)的(de)(de)科(ke)學開展，為保障(zhang)工(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)(gong)質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)(liang)奠定良好(hao)的(de)(de)基(ji)礎。

2.施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)規劃(hua)(hua)管理(li)對工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)質量(liang)(liang)有(you)著重(zhong)要(yao)(yao)的(de)(de)(de)影響，是現代(dai)土(tu)(tu)木工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)質量(liang)(liang)控(kong)制(zhi)與管理(li)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)的(de)(de)(de)重(zhong)要(yao)(yao)內容。由于施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)規劃(hua)(hua)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)不當造成工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)質量(liang)(liang)問題發生屢見不鮮，其已經成為影響現代(dai)土(tu)(tu)木工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)質量(liang)(liang)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)的(de)(de)(de)重(zhong)要(yao)(yao)因素之(zhi)一。在土(tu)(tu)木工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)前的(de)(de)(de)技術交底過程(cheng)中，施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)企業即(ji)應組(zu)織相應的(de)(de)(de)人員進行施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)規劃(hua)(hua)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)，對施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)場地進行科(ke)學的(de)(de)(de)規劃(hua)(hua)、對施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)用材料存(cun)放(fang)、設(she)(she)備(bei)存(cun)放(fang)、設(she)(she)備(bei)養護時間等進行合理(li)安排，以此滿足工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)需要(yao)(yao)，為保障土(tu)(tu)木工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)質量(liang)(liang)奠定基礎。

3.現(xian)代(dai)土木(mu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)(shi)工(gong)(gong)(gong)質(zhi)(zhi)量(liang)(liang)控制(zhi)(zhi)與(yu)管(guan)(guan)(guan)(guan)理(li)要求(qiu)施(shi)(shi)工(gong)(gong)(gong)企(qi)業以(yi)嚴格(ge)的(de)(de)控制(zhi)(zhi)與(yu)管(guan)(guan)(guan)(guan)理(li)保障施(shi)(shi)工(gong)(gong)(gong)質(zhi)(zhi)量(liang)(liang)。因此，現(xian)代(dai)土木(mu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)(shi)工(gong)(gong)(gong)企(qi)業應(ying)加強現(xian)場(chang)施(shi)(shi)工(gong)(gong)(gong)技(ji)術人(ren)員(yuan)與(yu)質(zhi)(zhi)量(liang)(liang)管(guan)(guan)(guan)(guan)理(li)人(ren)員(yuan)的(de)(de)巡檢(jian)(jian)與(yu)旁站，保障施(shi)(shi)工(gong)(gong)(gong)過(guo)(guo)程(cheng)(cheng)(cheng)(cheng)各項控制(zhi)(zhi)要點處于受(shou)控狀態，同時通(tong)過(guo)(guo)現(xian)場(chang)技(ji)術人(ren)員(yuan)與(yu)質(zhi)(zhi)量(liang)(liang)管(guan)(guan)(guan)(guan)理(li)人(ren)員(yuan)的(de)(de)巡檢(jian)(jian)旁站監督施(shi)(shi)工(gong)(gong)(gong)人(ren)員(yuan)的(de)(de)施(shi)(shi)工(gong)(gong)(gong)過(guo)(guo)程(cheng)(cheng)(cheng)(cheng)，保障土木(mu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)(shi)工(gong)(gong)(gong)質(zhi)(zhi)量(liang)(liang)。通(tong)過(guo)(guo)嚴格(ge)的(de)(de)現(xian)場(chang)管(guan)(guan)(guan)(guan)理(li)為(wei)保障工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)(shi)工(gong)(gong)(gong)質(zhi)(zhi)量(liang)(liang)奠定基礎，為(wei)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)技(ji)術參數、施(shi)(shi)工(gong)(gong)(gong)工(gong)(gong)(gong)藝管(guan)(guan)(guan)(guan)理(li)奠定基礎，保障工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)(shi)工(gong)(gong)(gong)質(zhi)(zhi)量(liang)(liang)處于受(shou)控狀態，滿足工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)(shi)工(gong)(gong)(gong)要求(qiu)。

三．加強(qiang)土(tu)木(mu)工程施(shi)(shi)工管理，確保施(shi)(shi)工質量

1、工程質量管理

一(yi)(yi)是(shi)(shi)監(jian)理(li)(li)單位(wei)(wei)、設(she)計(ji)(ji)(ji)單位(wei)(wei)、施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)單位(wei)(wei)、建設(she)單位(wei)(wei)應加強(qiang)對設(she)計(ji)(ji)(ji)方案(an)、設(she)計(ji)(ji)(ji)圖紙(zhi)等設(she)計(ji)(ji)(ji)文件的(de)質(zhi)量(liang)(liang)(liang)進(jin)(jin)行(xing)(xing)會(hui)審。重點審核設(she)計(ji)(ji)(ji)是(shi)(shi)否(fou)符(fu)合(he)建設(she)單位(wei)(wei)的(de)要(yao)求(qiu)，設(she)計(ji)(ji)(ji)方案(an)是(shi)(shi)否(fou)科(ke)學、規范(fan)、合(he)理(li)(li)，設(she)計(ji)(ji)(ji)意(yi)圖是(shi)(shi)否(fou)明確(que)(que)(que)(que)，建筑工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程與周邊的(de)環境是(shi)(shi)否(fou)和諧。對施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)設(she)計(ji)(ji)(ji)圖紙(zhi)進(jin)(jin)行(xing)(xing)檢(jian)查，查看各種標準(zhun)、數(shu)據是(shi)(shi)否(fou)相符(fu)吻合(he)。另外，要(yao)檢(jian)查設(she)計(ji)(ji)(ji)圖紙(zhi)是(shi)(shi)否(fou)正(zheng)確(que)(que)(que)(que)反映設(she)計(ji)(ji)(ji)方案(an)、計(ji)(ji)(ji)算(suan)是(shi)(shi)否(fou)正(zheng)確(que)(que)(que)(que)、尺寸標注是(shi)(shi)否(fou)有誤(wu)、選用材(cai)(cai)料以及施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)要(yao)求(qiu)是(shi)(shi)否(fou)合(he)理(li)(li)、整體設(she)計(ji)(ji)(ji)中各個(ge)部門的(de)設(she)計(ji)(ji)(ji)是(shi)(shi)否(fou)協調等。二是(shi)(shi)對施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)方案(an)、經(jing)費預算(suan)的(de)科(ke)學性(xing)(xing)、可行(xing)(xing)性(xing)(xing)、施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)技術的(de)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)藝(yi)，結(jie)構(gou)的(de)穩定(ding)性(xing)(xing)、牢固(gu)性(xing)(xing)等進(jin)(jin)行(xing)(xing)檢(jian)查。三(san)(san)是(shi)(shi)對施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)人(ren)員和工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程質(zhi)量(liang)(liang)(liang)管理(li)(li)人(ren)員等進(jin)(jin)行(xing)(xing)質(zhi)量(liang)(liang)(liang)管理(li)(li)意(yi)識(shi)培訓，提高質(zhi)量(liang)(liang)(liang)意(yi)識(shi)。特別是(shi)(shi)應對施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)人(ren)員在施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)前(qian)首先熟悉施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)操作流程要(yao)求(qiu)，熟練(lian)掌握(wo)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)操作要(yao)領，做到(dao)心中有數(shu)，提高土(tu)木工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)質(zhi)量(liang)(liang)(liang)意(yi)識(shi)。四是(shi)(shi)把質(zhi)量(liang)(liang)(liang)管理(li)(li)與員工(gong)(gong)(gong)(gong)(gong)(gong)(gong)個(ge)人(ren)待遇聯系起來(lai)，實(shi)現(xian)質(zhi)量(liang)(liang)(liang)獎(jiang)(jiang)罰制度。對于嚴格按照(zhao)要(yao)求(qiu)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)，施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)質(zhi)量(liang)(liang)(liang)過(guo)硬的(de)人(ren)員，應進(jin)(jin)行(xing)(xing)一(yi)(yi)定(ding)的(de)獎(jiang)(jiang)勵，對于施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)質(zhi)量(liang)(liang)(liang)不合(he)格，甚至導致返修的(de)相關責任人(ren)應進(jin)(jin)行(xing)(xing)一(yi)(yi)定(ding)的(de)處(chu)罰。四是(shi)(shi)著(zhu)重把好工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程材(cai)(cai)料質(zhi)量(liang)(liang)(liang)的(de)關口。對進(jin)(jin)場(chang)(chang)材(cai)(cai)料的(de)質(zhi)量(liang)(liang)(liang)實(shi)行(xing)(xing)三(san)(san)檢(jian)制度。對于質(zhi)量(liang)(liang)(liang)不合(he)格的(de)材(cai)(cai)料，堅決清退出(chu)場(chang)(chang)，確(que)(que)(que)(que)保材(cai)(cai)料入場(chang)(chang)質(zhi)量(liang)(liang)(liang)關。

2、加強工程施工監理

一(yi)是工(gong)(gong)(gong)(gong)程施(shi)(shi)工(gong)(gong)(gong)(gong)監(jian)理(li)(li)(li)人(ren)員(yuan)應其實(shi)履行監(jian)理(li)(li)(li)職責，對(dui)(dui)(dui)工(gong)(gong)(gong)(gong)程進(jin)行全(quan)程動態監(jian)理(li)(li)(li)。二(er)是對(dui)(dui)(dui)重要部(bu)位的(de)(de)施(shi)(shi)工(gong)(gong)(gong)(gong)應嚴(yan)格執行旁監(jian)制(zhi)度(du)，確保關(guan)鍵(jian)部(bu)位的(de)(de)工(gong)(gong)(gong)(gong)程質量(liang)。對(dui)(dui)(dui)施(shi)(shi)工(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)序(xu)的(de)(de)交(jiao)接、小項目的(de)(de)驗收嚴(yan)格地對(dui)(dui)(dui)質量(liang)進(jin)行控制(zhi)，并必須(xu)進(jin)行簽字確認，才(cai)能流入下一(yi)道工(gong)(gong)(gong)(gong)序(xu)；二(er)是工(gong)(gong)(gong)(gong)程監(jian)理(li)(li)(li)人(ren)員(yuan)應加強與(yu)施(shi)(shi)工(gong)(gong)(gong)(gong)單位質檢(jian)部(bu)門的(de)(de)協調和配(pei)合，及時督(du)促施(shi)(shi)工(gong)(gong)(gong)(gong)單位質檢(jian)人(ren)員(yuan)進(jin)行工(gong)(gong)(gong)(gong)程質量(liang)檢(jian)查落(luo)(luo)實(shi)。三(san)是工(gong)(gong)(gong)(gong)程施(shi)(shi)工(gong)(gong)(gong)(gong)監(jian)理(li)(li)(li)部(bu)門建(jian)立健(jian)全(quan)工(gong)(gong)(gong)(gong)程施(shi)(shi)工(gong)(gong)(gong)(gong)監(jian)理(li)(li)(li)制(zhi)度(du)，對(dui)(dui)(dui)監(jian)理(li)(li)(li)人(ren)員(yuan)進(jin)行認真的(de)(de)管理(li)(li)(li)，確保其監(jian)理(li)(li)(li)工(gong)(gong)(gong)(gong)作落(luo)(luo)實(shi)得(de)到位。四是提高(gao)監(jian)理(li)(li)(li)人(ren)員(yuan)的(de)(de)待遇，提高(gao)監(jian)理(li)(li)(li)工(gong)(gong)(gong)(gong)作積極性。

3、加強對工(gong)程設備的檢查、維(wei)護(hu)，確保(bao)施(shi)工(gong)順利進行

一是建立工(gong)(gong)程(cheng)(cheng)(cheng)施(shi)工(gong)(gong)機(ji)械設(she)備(bei)(bei)的(de)提出(chu)檢(jian)查(cha)(cha)(cha)、維(wei)護(hu)(hu)機(ji)制，確(que)保(bao)機(ji)械檢(jian)查(cha)(cha)(cha)設(she)備(bei)(bei)維(wei)護(hu)(hu)工(gong)(gong)作常態化。必須安(an)(an)排專人對機(ji)械設(she)備(bei)(bei)進(jin)(jin)(jin)(jin)(jin)行(xing)管(guan)理(li)(li)，把常規檢(jian)查(cha)(cha)(cha)和(he)(he)生(sheng)(sheng)產過(guo)程(cheng)(cheng)(cheng)中(zhong)的(de)檢(jian)查(cha)(cha)(cha)相(xiang)結合(he)(he)，確(que)保(bao)機(ji)械設(she)備(bei)(bei)工(gong)(gong)作時(shi)的(de)安(an)(an)全，盡(jin)(jin)可能地避免(mian)施(shi)工(gong)(gong)機(ji)械事故(gu)。裝備(bei)(bei)是否安(an)(an)全可靠(kao)，施(shi)工(gong)(gong)設(she)計是否能夠滿足(zu)完成(cheng)要求(qiu)；施(shi)工(gong)(gong)隊伍組成(cheng)是否合(he)(he)理(li)(li)，二(er)是對機(ji)械設(she)備(bei)(bei)操作人員進(jin)(jin)(jin)(jin)(jin)行(xing)質(zhi)(zhi)量意識和(he)(he)安(an)(an)全操作的(de)培訓(xun)和(he)(he)管(guan)理(li)(li)，嚴防應操作不當而(er)影響工(gong)(gong)程(cheng)(cheng)(cheng)的(de)質(zhi)(zhi)量和(he)(he)進(jin)(jin)(jin)(jin)(jin)度，特(te)別是應盡(jin)(jin)可能地預防工(gong)(gong)程(cheng)(cheng)(cheng)質(zhi)(zhi)量事故(gu)的(de)發生(sheng)(sheng)。三是建立和(he)(he)健全機(ji)械設(she)備(bei)(bei)檢(jian)查(cha)(cha)(cha)維(wei)修(xiu)臺(tai)賬(zhang)。在進(jin)(jin)(jin)(jin)(jin)行(xing)質(zhi)(zhi)量檢(jian)查(cha)(cha)(cha)時(shi)，應及(ji)時(shi)進(jin)(jin)(jin)(jin)(jin)行(xing)記(ji)錄(lu)，確(que)保(bao)記(ji)錄(lu)的(de)及(ji)時(shi)性(xing)、準(zhun)確(que)性(xing)和(he)(he)真實性(xing)，為后面的(de)設(she)備(bei)(bei)管(guan)理(li)(li)和(he)(he)維(wei)護(hu)(hu)提高參(can)考(kao)依據。

4、加強施(shi)工環(huan)節的效(xiao)果抽樣檢查

一是各個施工(gong)班組長應(ying)(ying)(ying)在某一道工(gong)序(xu)結束的(de)環(huan)節(jie)，應(ying)(ying)(ying)進行(xing)(xing)自我檢(jian)查(cha)(cha)，爭取盡早(zao)發(fa)(fa)現(xian)(xian)問(wen)題，及時(shi)(shi)進行(xing)(xing)相關的(de)整(zheng)改(gai)。二是對每一道工(gong)序(xu)都應(ying)(ying)(ying)進行(xing)(xing)抽(chou)樣檢(jian)查(cha)(cha)，以便及時(shi)(shi)地(di)(di)發(fa)(fa)現(xian)(xian)問(wen)題，對于抽(chou)樣檢(jian)查(cha)(cha)結果應(ying)(ying)(ying)進行(xing)(xing)詳細(xi)地(di)(di)記錄和及時(shi)(shi)地(di)(di)將信息反(fan)饋給施工(gong)單位。對于發(fa)(fa)現(xian)(xian)的(de)問(wen)題，應(ying)(ying)(ying)及時(shi)(shi)地(di)(di)要(yao)求其進行(xing)(xing)整(zheng)改(gai)，確保再次(ci)檢(jian)查(cha)(cha)質量合(he)格

參考文獻：

[1] 陳(chen)宏(hong)山. 土木工(gong)程發展中(zhong)的幾(ji)個重點(dian)問題(ti)[J]. 工(gong)程建設與(yu)設計. 2007年02期(qi)

[2] 任小(xiao)秋(qiu). 論工程施(shi)工中的項目管理[J]. 山西建(jian)筑. 2002年10期

篇10

一、土木工程(cheng)專業(ye)學生應(ying)具(ju)備(bei)的實踐能(neng)力(li)

1.基本實踐能力

(1)表達(da)能力(li)。是(shi)指學生完成(cheng)畢業設計(ji)(論(lun)文(wen))能力(li)、課程演(yan)講能力(li)、完成(cheng)課程論(lun) 文(wen)能力(li)、文(wen)化活動能力(li)、社(she)會(hui)交往能力(li)和社(she)會(hui)調查能力(li)。

(2)計算機(ji)應(ying)(ying)用(yong)(yong)能力(li)。是指計算機(ji)應(ying)(ying)用(yong)(yong)技(ji)巧能力(li)、應(ying)(ying)用(yong)(yong)土(tu)木工程(cheng)設計軟件(jian)能力(li)、應(ying)(ying) 用(yong)(yong)工 程(cheng)項目管(guan)理軟件(jian)能力(li)、應(ying)(ying)用(yong)(yong)土(tu)木工程(cheng)施(shi)(shi)工管(guan)理軟件(jian)能力(li)、應(ying)(ying)用(yong)(yong)土(tu)木工程(cheng)施(shi)(shi)工監(jian)理軟件(jian)能力(li)和 網絡技(ji)術(shu)應(ying)(ying)用(yong)(yong)能力(li)。

(3)外(wai)語(yu)能(neng)(neng)力(li)(li)(li)。是指外(wai)語(yu)交(jiao)流能(neng)(neng)力(li)(li)(li)、土木工程專業外(wai)語(yu)應用能(neng)(neng)力(li)(li)(li)、工程管理專業外(wai) 語(yu)應用能(neng)(neng)力(li)(li)(li)和外(wai)文文獻閱讀能(neng)(neng)力(li)(li)(li)。

2.工程實踐能力

(1)知識(shi)積(ji)累能(neng)(neng)(neng)力(li)(li)。是指(zhi)完(wan)成(cheng)專業(ye)課程(cheng)(cheng)(cheng)設計能(neng)(neng)(neng)力(li)(li)、課程(cheng)(cheng)(cheng)實(shi)習(xi)(xi)中(zhong)(zhong)掌握知識(shi)能(neng)(neng)(neng)力(li)(li)、崗位 實(shi)訓能(neng)(neng)(neng)力(li)(li) 、認(ren)識(shi)實(shi)習(xi)(xi)中(zhong)(zhong)掌握知識(shi)能(neng)(neng)(neng)力(li)(li)、生產實(shi)習(xi)(xi)中(zhong)(zhong)掌握知識(shi)能(neng)(neng)(neng)力(li)(li)、畢業(ye)實(shi)習(xi)(xi)中(zhong)(zhong)掌握知識(shi)能(neng)(neng)(neng)力(li)(li)、實(shi)習(xi)(xi)過 程(cheng)(cheng)(cheng)中(zhong)(zhong)探索性學(xue)習(xi)(xi)能(neng)(neng)(neng)力(li)(li)、工程(cheng)(cheng)(cheng)實(shi)際(ji)知識(shi)的(de)接受(shou)能(neng)(neng)(neng)力(li)(li)、工程(cheng)(cheng)(cheng)實(shi)踐(jian)經驗的(de)積(ji)累能(neng)(neng)(neng)力(li)(li)和(he)實(shi)習(xi)(xi)中(zhong)(zhong)掌握“ 三新”的(de)能(neng)(neng)(neng)力(li)(li)。

(2)主動實(shi)(shi)(shi)踐(jian)(jian)(jian)能(neng)(neng)力。指對土(tu)木工(gong)(gong)程(cheng)實(shi)(shi)(shi)踐(jian)(jian)(jian)問題的(de)(de)(de)質疑能(neng)(neng)力、對土(tu)木工(gong)(gong)程(cheng)實(shi)(shi)(shi)踐(jian)(jian)(jian)問題的(de)(de)(de)觀 察能(neng)(neng)力、解決土(tu)木工(gong)(gong)程(cheng)實(shi)(shi)(shi)踐(jian)(jian)(jian)問題的(de)(de)(de)能(neng)(neng)力、土(tu)木工(gong)(gong)程(cheng)實(shi)(shi)(shi)踐(jian)(jian)(jian)協(xie)同(tong)工(gong)(gong)作能(neng)(neng)力、工(gong)(gong)程(cheng)實(shi)(shi)(shi)踐(jian)(jian)(jian)小組領導(dao)能(neng)(neng) 力、深入 工(gong)(gong)程(cheng)設(she)計(ji)的(de)(de)(de)實(shi)(shi)(shi)踐(jian)(jian)(jian)能(neng)(neng)力、深入工(gong)(gong)程(cheng)施(shi)工(gong)(gong)的(de)(de)(de)實(shi)(shi)(shi)踐(jian)(jian)(jian)能(neng)(neng)力、探索性(xing)工(gong)(gong)程(cheng)實(shi)(shi)(shi)踐(jian)(jian)(jian)能(neng)(neng)力、專業(ye)基礎理論(lun)的(de)(de)(de)應 用能(neng)(neng)力和專業(ye)課知識應用能(neng)(neng)力等。

二、土木工程專業學(xue)生實踐(jian)能(neng)力的(de)培養途徑

1.理論課程對學生實踐能力(li)的培養

工(gong)(gong)程(cheng)(cheng)(cheng)測(ce)(ce)(ce)(ce)(ce)(ce)量與檢(jian)測(ce)(ce)(ce)(ce)(ce)(ce)技(ji)(ji)能(neng)(neng)應(ying)包括(kuo)工(gong)(gong)程(cheng)(cheng)(cheng)測(ce)(ce)(ce)(ce)(ce)(ce)量、結(jie)構(gou)檢(jian)測(ce)(ce)(ce)(ce)(ce)(ce)、道路檢(jian)測(ce)(ce)(ce)(ce)(ce)(ce)和橋梁(liang)檢(jian)測(ce)(ce)(ce)(ce)(ce)(ce)等方(fang)面的(de)(de)(de)技(ji)(ji)能(neng)(neng)。 這些是工(gong)(gong)程(cheng)(cheng)(cheng)建設過程(cheng)(cheng)(cheng)中，保證工(gong)(gong)程(cheng)(cheng)(cheng)質量的(de)(de)(de)重(zhong)要(yao)手段和工(gong)(gong)程(cheng)(cheng)(cheng)技(ji)(ji)術人(ren)員應(ying)具(ju)備的(de)(de)(de)常規技(ji)(ji)能(neng)(neng)。應(ying)屆(jie) 畢業(ye)學(xue)(xue)生(sheng)(sheng)走(zou)上(shang)(shang)工(gong)(gong)作崗位后，用(yong)人(ren)單位對畢業(ye)生(sheng)(sheng)進行考核的(de)(de)(de)首要(yao)技(ji)(ji)能(neng)(neng)就(jiu)是工(gong)(gong)程(cheng)(cheng)(cheng)檢(jian)測(ce)(ce)(ce)(ce)(ce)(ce)操作技(ji)(ji)能(neng)(neng)。 由于(yu)畢業(ye) 生(sheng)(sheng)畢竟缺乏工(gong)(gong)程(cheng)(cheng)(cheng)經驗，不能(neng)(neng)馬上(shang)(shang)從事管理(li)崗位的(de)(de)(de)工(gong)(gong)作，因(yin)此工(gong)(gong)程(cheng)(cheng)(cheng)檢(jian)測(ce)(ce)(ce)(ce)(ce)(ce)操作技(ji)(ji)能(neng)(neng)就(jiu)成(cheng)為(wei)畢業(ye)生(sheng)(sheng) 的(de)(de)(de)基 本技(ji)(ji)能(neng)(neng)。理(li)論(lun)(lun)課的(de)(de)(de)教(jiao)學(xue)(xue)應(ying)該(gai)使學(xue)(xue)生(sheng)(sheng)在校期間具(ju)備熟練掌握常規的(de)(de)(de)工(gong)(gong)程(cheng)(cheng)(cheng)檢(jian)測(ce)(ce)(ce)(ce)(ce)(ce)操作的(de)(de)(de)理(li)論(lun)(lun)知 識。同時(shi)，在教(jiao)學(xue)(xue)中，需要(yao)從多個方(fang)面加強實(shi)踐內容的(de)(de)(de)教(jiao)學(xue)(xue)，為(wei)提高學(xue)(xue)生(sheng)(sheng)工(gong)(gong)程(cheng)(cheng)(cheng)測(ce)(ce)(ce)(ce)(ce)(ce)量實(shi)際能(neng)(neng)力 ，奠定堅(jian)實(shi)的(de)(de)(de)基礎(chu)。

工(gong)(gong)(gong)(gong)程(cheng)技(ji)術(shu)(shu)(shu)應用(yong)技(ji)能應包括(kuo)工(gong)(gong)(gong)(gong)程(cheng)管(guan)理(li)、工(gong)(gong)(gong)(gong)程(cheng)施(shi)工(gong)(gong)(gong)(gong)技(ji)術(shu)(shu)(shu)中(zhong)的(de)(de)(de)新工(gong)(gong)(gong)(gong)藝、新技(ji)術(shu)(shu)(shu)并能發現(xian)工(gong)(gong)(gong)(gong) 程(cheng)常 見(jian)技(ji)術(shu)(shu)(shu)問題(ti)和解(jie)決常見(jian)技(ji)術(shu)(shu)(shu)問題(ti)的(de)(de)(de)能力。當(dang)畢(bi)業(ye)生(sheng)在崗(gang)(gang)位(wei)(wei)上(shang)工(gong)(gong)(gong)(gong)作一(yi)段時間后，在熟(shu)練掌握工(gong)(gong)(gong)(gong) 程(cheng)檢(jian)測(ce)操作技(ji)能的(de)(de)(de)基礎上(shang)，用(yong)人(ren)單位(wei)(wei)會將工(gong)(gong)(gong)(gong)作優秀者(zhe)安排在適當(dang)的(de)(de)(de)管(guan)理(li)崗(gang)(gang)位(wei)(wei)上(shang)，從事工(gong)(gong)(gong)(gong)程(cheng)技(ji) 術(shu)(shu)(shu)的(de)(de)(de)管(guan)理(li)工(gong)(gong)(gong)(gong)作。這(zhe)也是用(yong)人(ren)單位(wei)(wei)對畢(bi)業(ye)生(sheng)的(de)(de)(de)第二階段的(de)(de)(de)考(kao)核(he)。必要(yao)的(de)(de)(de)施(shi)工(gong)(gong)(gong)(gong)計劃、合理(li)組(zu)織可 行的(de)(de)(de)施(shi)工(gong)(gong)(gong)(gong)方案，實施(shi)過(guo)程(cheng)中(zhong)有關技(ji)術(shu)(shu)(shu)問題(ti)的(de)(de)(de)發現(xian)和解(jie)決，這(zhe)些是保證工(gong)(gong)(gong)(gong)程(cheng)進度和降低(di)施(shi) 工(gong)(gong)(gong)(gong)成本的(de)(de)(de)決定因(yin)素(su)。

2.實(shi)驗課程對學生實(shi)踐能力的(de)培養

在(zai)(zai)土(tu)木工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)工(gong)(gong)(gong)(gong)(gong)中，質(zhi)(zhi)量控制離(li)不(bu)開建筑(zhu)材料質(zhi)(zhi)量的(de)(de)(de)(de)驗(yan)(yan)證試(shi)驗(yan)(yan)、混(hun)合料的(de)(de)(de)(de)配比試(shi)驗(yan)(yan)、施(shi)工(gong)(gong)(gong)(gong)(gong) 過(guo)(guo)(guo)程(cheng)(cheng)(cheng)中分(fen)項(xiang)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)及分(fen)部工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)質(zhi)(zhi)量抽檢(jian)試(shi)驗(yan)(yan)和(he)交工(gong)(gong)(gong)(gong)(gong)竣(jun)工(gong)(gong)(gong)(gong)(gong)時(shi)的(de)(de)(de)(de)驗(yan)(yan)收試(shi)驗(yan)(yan)。學生(sheng)畢業成為工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng) 技術人員后，這些(xie)相關的(de)(de)(de)(de)試(shi)驗(yan)(yan)在(zai)(zai)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)建設過(guo)(guo)(guo)程(cheng)(cheng)(cheng)中是經常(chang)(chang)性的(de)(de)(de)(de)、非(fei)常(chang)(chang)重要(yao)(yao)的(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)作。學生(sheng)在(zai)(zai)校(xiao)期 間所學的(de)(de)(de)(de)建 筑(zhu)材料試(shi)驗(yan)(yan)、建筑(zhu)結構質(zhi)(zhi)量監(jian)測(ce)(ce)、道路工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)工(gong)(gong)(gong)(gong)(gong)質(zhi)(zhi)量監(jian)測(ce)(ce)和(he)橋梁工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)工(gong)(gong)(gong)(gong)(gong)質(zhi)(zhi)量檢(jian)測(ce)(ce)等課程(cheng)(cheng)(cheng)都 是實(shi)(shi)踐性非(fei)常(chang)(chang)強的(de)(de)(de)(de)。在(zai)(zai)實(shi)(shi)驗(yan)(yan)教學過(guo)(guo)(guo)程(cheng)(cheng)(cheng)中，實(shi)(shi)驗(yan)(yan)項(xiang)目應覆蓋工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)全過(guo)(guo)(guo)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)的(de)(de)(de)(de)實(shi)(shi)驗(yan)(yan)內容，精(jing)度(du)要(yao)(yao) 求要(yao)(yao)符合工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)實(shi)(shi)際的(de)(de)(de)(de)要(yao)(yao)求，以(yi)此縮短從試(shi)驗(yan)(yan)室到施(shi)工(gong)(gong)(gong)(gong)(gong)現場(chang)之間的(de)(de)(de)(de)距(ju)離(li)。

根據土(tu)(tu)木專(zhuan)(zhuan)(zhuan)業的(de)(de)(de)(de)(de)特點(dian)，我們(men)把(ba)四(si)年(nian)的(de)(de)(de)(de)(de)實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)教學(xue)(xue)(xue)作為(wei)一個整體來統一考慮，堅(jian)持實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)教學(xue)(xue)(xue)四(si)年(nian) 不(bu)斷線并(bing)將土(tu)(tu)木工(gong)程(cheng) 的(de)(de)(de)(de)(de)封閉(bi)實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)室變為(wei)開放實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)室，為(wei)學(xue)(xue)(xue)生提(ti)供(gong)便利的(de)(de)(de)(de)(de)實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)條(tiao)件。大 學(xue)(xue)(xue)一、二年(nian)級(ji)開展結(jie)(jie)合工(gong)程(cheng)測(ce)量、工(gong)程(cheng)材料、力學(xue)(xue)(xue)等(deng)(deng)基(ji)礎課的(de)(de)(de)(de)(de)實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)教學(xue)(xue)(xue)，幫助學(xue)(xue)(xue)生掌(zhang)握各種 實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan) 設備和儀器的(de)(de)(de)(de)(de)操作，了(le)解實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)環境和實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)室管理，掌(zhang)握基(ji)礎性驗(yan)(yan)(yan)(yan)(yan)證實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)的(de)(de)(de)(de)(de)基(ji)本步驟和數據處(chu) 理的(de)(de)(de)(de)(de)方法(fa)。大學(xue)(xue)(xue)三年(nian)級(ji)結(jie)(jie)合道路(lu)、橋梁、混(hun)凝土(tu)(tu)結(jie)(jie)構(gou)、鋼結(jie)(jie)構(gou)等(deng)(deng)專(zhuan)(zhuan)(zhuan)業基(ji)礎課的(de)(de)(de)(de)(de)學(xue)(xue)(xue)習(xi)(xi)，安排設 計 綜(zong)合性實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)、建筑工(gong)程(cheng)檢測(ce)試驗(yan)(yan)(yan)(yan)(yan)、道路(lu)檢測(ce)與橋梁檢測(ce)試驗(yan)(yan)(yan)(yan)(yan)，由(you)教師提(ti)出課題(ti)，學(xue)(xue)(xue)生組(zu)成(cheng)小 組(zu)設計實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)方案(an)，選擇(ze)實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)設備，擬(ni)定(ding)實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)步驟，完成(cheng)實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)課題(ti)的(de)(de)(de)(de)(de)報告和技術總 結(jie)(jie)。大學(xue)(xue)(xue)四(si)年(nian)級(ji)學(xue)(xue)(xue)生進入了(le)專(zhuan)(zhuan)(zhuan)業課學(xue)(xue)(xue)習(xi)(xi)，結(jie)(jie)合橋梁工(gong)程(cheng)、砌體結(jie)(jie)構(gou)等(deng)(deng)專(zhuan)(zhuan)(zhuan)業課的(de)(de)(de)(de)(de)學(xue)(xue)(xue)習(xi)(xi)，由(you)學(xue)(xue)(xue)生 選擇(ze)工(gong)程(cheng)實(shi)(shi)用性實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)課題(ti)，經指導教師推薦，經相(xiang)關程(cheng)序審批，由(you)學(xue)(xue)(xue)生獨立完成(cheng)實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)報告和 技術總結(jie)(jie)。優(you)秀的(de)(de)(de)(de)(de)實(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)成(cheng)果，學(xue)(xue)(xue)校(xiao)要給(gei)予(yu)資助。

3.工程實習(xi)對學生實踐能力(li)的(de)培養

實踐(jian)教(jiao)學(xue)是土木工程專業(ye)教(jiao)學(xue)的重要組成部分，特別是認識實習、生產實習和畢 業(ye)實習。

認(ren)識(shi)實(shi)習(xi)的(de)(de)(de)目的(de)(de)(de)是增加新生(sheng)對土木工(gong)程(cheng)(cheng)專(zhuan)業的(de)(de)(de)感性認(ren)識(shi)，使其(qi)對本專(zhuan)業有一個(ge)初步的(de)(de)(de)了 解。首先開設土木工(gong)程(cheng)(cheng)概(gai)論課(ke)程(cheng)(cheng)，將(jiang)土木工(gong)程(cheng)(cheng)概(gai)論按專(zhuan)業學(xue)(xue)科(ke)劃分(fen)成總論、力(li)學(xue)(xue)、建筑、巖 土、道(dao)路、橋梁、結構、施工(gong)、防災等幾個(ge)單元，每個(ge)單元分(fen)別(bie)由(you)對此領(ling)域的(de)(de)(de)應用(yong)、現狀(zhuang)及 發展(zhan)都了解比較(jiao)透徹的(de)(de)(de)、在該學(xue)(xue)科(ke)有較(jiao)深(shen)造詣(yi)的(de)(de)(de)專(zhuan)家或教授進行(xing)講課(ke)。在期(qi)末(mo)的(de)(de)(de)認(ren)識(shi)實(shi)習(xi)中 ，讓同(tong)學(xue)(xue)們根(gen)據實(shi)習(xi)的(de)(de)(de)感受，結合上課(ke)的(de)(de)(de)內容寫出圖文(wen)并茂的(de)(de)(de)實(shi)習(xi)報告，從而做到(dao)理論指導 實(shi)踐(jian)，提(ti)高(gao)學(xue)(xue)生(sheng)對土木工(gong)程(cheng)(cheng)專(zhuan)業的(de)(de)(de)感性認(ren)識(shi)，為學(xue)(xue)生(sheng)今后進一步學(xue)(xue)習(xi)專(zhuan)業知識(shi)打下了良好的(de)(de)(de) 基礎(chu)。

轉貼于

在(zai)生(sheng)(sheng)(sheng)(sheng)產(chan)實(shi)(shi)習(xi)、畢業(ye)實(shi)(shi)習(xi)中(zhong)，組織(zhi)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)參加(jia)指導教師(shi)的科研、工(gong)(gong)(gong)程(cheng)技(ji)(ji)術(shu)(shu)服務項目。在(zai)進(jin)(jin)行 特(te)殊工(gong)(gong)(gong)程(cheng)項目的設計和施工(gong)(gong)(gong)中(zhong)，指導老師(shi)聘請工(gong)(gong)(gong)程(cheng)技(ji)(ji)術(shu)(shu)專家結(jie)合實(shi)(shi)際工(gong)(gong)(gong)程(cheng)中(zhong)出現(xian)的疑難問 題，對學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)進(jin)(jin)行精心指導，培養(yang)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)解決實(shi)(shi)際問題的能力(li)。同(tong)時，要讓學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)接觸到一(yi)些新(xin)的 技(ji)(ji)術(shu)(shu)問題，并(bing)指導學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)對新(xin)技(ji)(ji)術(shu)(shu)問題進(jin)(jin)行一(yi)定的研究，增長學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的知識面。在(zai)實(shi)(shi)習(xi)的過程(cheng)中(zhong) ，為學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)創造深(shen)入施工(gong)(gong)(gong)現(xian)場的條件，讓學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)真正接觸實(shi)(shi)踐，親自動手，完成實(shi)(shi)際項目上(shang)的工(gong)(gong)(gong) 程(cheng)測量、工(gong)(gong)(gong)程(cheng)試驗(yan)、結(jie)構檢(jian)測、道路檢(jian)測和橋梁檢(jian)測等(deng)方面任務。

三、土木工程專業學(xue)生實踐(jian)能力(li)的培養方法

1.項目教學法

土木(mu)工程專業的(de)畢業生要具有(you)較(jiao)強的(de)實(shi)(shi)踐(jian)能力(li)，僅靠學生到施工單位實(shi)(shi)習是(shi)遠(yuan)遠(yuan)不夠的(de) ，這就要求教(jiao)師自始至終地結合專業特點，運用(yong)多種實(shi)(shi)踐(jian)性的(de)教(jiao)學方法來(lai)培養和提高(gao)學生的(de) 實(shi)(shi)踐(jian)能力(li)。

項(xiang)目(mu)(mu)(mu)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)法是(shi)師生(sheng)(sheng)通(tong)過(guo)共同實(shi)施(shi)一個完(wan)整(zheng)的生(sheng)(sheng)產(chan)(chan)科(ke)研項(xiang)目(mu)(mu)(mu)而進行教(jiao)(jiao)(jiao)學(xue)(xue)(xue)活(huo)動(dong)的教(jiao)(jiao)(jiao)學(xue)(xue)(xue)方法。 我校(xiao)與(yu)施(shi)工(gong)生(sheng)(sheng)產(chan)(chan)單位建立了教(jiao)(jiao)(jiao)學(xue)(xue)(xue)實(shi)習基地，項(xiang)目(mu)(mu)(mu)來自于教(jiao)(jiao)(jiao)學(xue)(xue)(xue)基地。選擇的項(xiang)目(mu)(mu)(mu)要具(ju)有(you)(you)一定的 應用價(jia)值，能(neng)將某一個教(jiao)(jiao)(jiao)學(xue)(xue)(xue)課題的理(li)論知識和實(shi)際(ji)技能(neng)結合起來，與(yu)工(gong)程施(shi)工(gong)企業實(shi)際(ji)生(sheng)(sheng)產(chan)(chan) 過(guo)程有(you)(you)直接(jie)的關(guan)系；學(xue)(xue)(xue)生(sheng)(sheng)有(you)(you)獨立制(zhi)訂計劃并實(shi)施(shi)的機會，有(you)(you)明確而具(ju)體的成(cheng)果展(zhan)示，學(xue)(xue)(xue)生(sheng)(sheng)能(neng) 自己克服(fu)、處理(li)在(zai)項(xiang)目(mu)(mu)(mu)工(gong)作(zuo)中出現的困難和問(wen)題；項(xiang)目(mu)(mu)(mu)工(gong)作(zuo)具(ju)有(you)(you)一定難度，要求學(xue)(xue)(xue)生(sheng)(sheng)運用新 學(xue)(xue)(xue)習的知識和技能(neng)，解決過(guo)去(qu)從(cong)未(wei)遇到過(guo)的實(shi)際(ji)問(wen)題；學(xue)(xue)(xue)習結束時(shi)，教(jiao)(jiao)(jiao)師與(yu)施(shi)工(gong)企業專家共 同評價(jia)學(xue)(xue)(xue)生(sheng)(sheng)的項(xiang)目(mu)(mu)(mu)工(gong)作(zuo)成(cheng)果。

通過項(xiang)目教(jiao)學，可以使學生真正(zheng)做(zuo)到將理(li)論與(yu)實(shi)(shi)踐(jian)相(xiang)結合。教(jiao)學與(yu)工(gong)程實(shi)(shi)踐(jian)相(xiang)結合，既 提高(gao)(gao)了理(li)論學習的(de)主動性與(yu)積極性，又(you)使得學生通過實(shi)(shi)際的(de)工(gong)作(zuo)，鍛煉(lian)專業(ye)技能，提高(gao)(gao)環(huan)境 適應能力和(he)工(gong)作(zuo)能力。

項目教學(xue)(xue)過程(cheng)的(de)多樣性(xing)使(shi)學(xue)(xue)生不(bu)僅具有實(shi)踐(jian)能(neng)力(li)而且具有發(fa)展能(neng)力(li)，可(ke)以(yi)隨社(she)會(hui)的(de)發(fa)展 和(he)(he)職(zhi)業的(de)不(bu)同(tong)而不(bu)斷提高和(he)(he)發(fa)展自(zi)己，可(ke)以(yi)在畢業后(hou)以(yi)一個熟練技(ji)術人(ren)員的(de)身份立即進 入(ru)社(she)會(hui)和(he)(he)工程(cheng)施工生產(chan)領域。這不(bu)僅有助于(yu)(yu)學(xue)(xue)生的(de)就業選(xuan)擇(ze)，而且可(ke)以(yi)改變學(xue)(xue)生的(de)從業觀念 ，有助于(yu)(yu)畢業生得到社(she)會(hui)的(de)認(ren)可(ke)。

2.實錄案例(li)模擬教學法

開設實(shi)(shi)錄案例(li)教學(xue)(xue)課(ke)程(cheng)，可(ke)以對畢業班的(de)(de)(de)學(xue)(xue)生進行(xing)實(shi)(shi)際工(gong)(gong)(gong)程(cheng)教育。在(zai)教學(xue)(xue)中應用(yong)(yong)多媒體教室(shi) 進行(xing)實(shi)(shi)例(li)教學(xue)(xue)，利用(yong)(yong)形象生動的(de)(de)(de)畫面，可(ke)以培養(yang)學(xue)(xue)生的(de)(de)(de)學(xue)(xue)習興趣，提(ti)高學(xue)(xue)生對一些實(shi)(shi)際問(wen)題 的(de)(de)(de)感 性認識。尤(you)其是對于工(gong)(gong)(gong)程(cheng)測量、工(gong)(gong)(gong)程(cheng)試(shi)驗(yan)、結構檢(jian)測、道路(lu)檢(jian)測和(he)橋(qiao)梁檢(jian)測等方面在(zai)實(shi)(shi)習的(de)(de)(de) 過(guo)程(cheng)中沒有(you)接觸到的(de)(de)(de)，或者是目(mu)前學(xue)(xue)校實(shi)(shi)驗(yan)條件不具(ju)備的(de)(de)(de)試(shi)驗(yan)檢(jian)測項(xiang)目(mu)，都可(ke)以通過(guo)多媒體 進行(xing)演示。對于工(gong)(gong)(gong)程(cheng)設計、工(gong)(gong)(gong)程(cheng)施工(gong)(gong)(gong)新(xin)工(gong)(gong)(gong)藝和(he)新(xin)技術，發現工(gong)(gong)(gong)程(cheng)常見技術問(wen) 題和(he)解決常見技術問(wen)題等方面，學(xue)(xue)校給(gei)予立項(xiang)，組織(zhi)部分(fen)教師(shi)深入工(gong)(gong)(gong)程(cheng)實(shi)(shi)際，進行(xing)工(gong)(gong)(gong)程(cheng)全過(guo) 程(cheng)的(de)(de)(de)實(shi)(shi)錄，采集成影像教材(cai)給(gei)學(xue)(xue)生播放，并由(you)教師(shi)配合講座，從而使(shi)學(xue)(xue)生掌(zhang)握施工(gong)(gong)(gong)全過(guo)程(cheng)的(de)(de)(de) 施工(gong)(gong)(gong)工(gong)(gong)(gong)藝。

目前(qian)，土(tu)木工(gong)程(cheng)(cheng)專業(ye)(ye)(ye)(ye)(ye)的(de)(de)工(gong)程(cheng)(cheng)管(guan)理課程(cheng)(cheng)的(de)(de)教(jiao)(jiao)學(xue)，由(you)于教(jiao)(jiao)師普遍(bian)缺乏(fa)施工(gong)企(qi)業(ye)(ye)(ye)(ye)(ye)管(guan)理實踐(jian) 工(gong)作經驗(yan)，因此造成理論知識與施工(gong)企(qi)業(ye)(ye)(ye)(ye)(ye)實踐(jian)技能(neng)(neng)(neng)脫(tuo)節，造成學(xue)生(sheng)(sheng)也(ye)缺乏(fa)工(gong)程(cheng)(cheng)管(guan)理實踐(jian)學(xue) 習(xi)(xi)。學(xue)生(sheng)(sheng)的(de)(de)實踐(jian)能(neng)(neng)(neng)力和綜合素質的(de)(de)培養(yang)需要真實的(de)(de)社會實踐(jian)環(huan)境(jing)。土(tu)木工(gong)程(cheng)(cheng)專業(ye)(ye)(ye)(ye)(ye)學(xue)生(sheng)(sheng)不能(neng)(neng)(neng)到 真實的(de)(de)工(gong)程(cheng)(cheng)管(guan)理崗位實習(xi)(xi)，必然降低畢業(ye)(ye)(ye)(ye)(ye)生(sheng)(sheng)的(de)(de)管(guan)理實踐(jian)能(neng)(neng)(neng)力。我們(men)采用模(mo)擬教(jiao)(jiao)學(xue)法(fa)構建(jian)師生(sheng)(sheng) 之(zhi)間的(de)(de)互動(dong)平臺，正確引導(dao)學(xue)生(sheng)(sheng)主動(dong)、積(ji)極地參與工(gong)程(cheng)(cheng)管(guan)理實驗(yan)教(jiao)(jiao)學(xue)，使(shi)學(xue)生(sheng)(sheng)在模(mo)擬的(de)(de)工(gong)程(cheng)(cheng) 管(guan) 理崗位上扮演職(zhi)業(ye)(ye)(ye)(ye)(ye)角色(se)，聘(pin)請有經驗(yan)的(de)(de)施工(gong)管(guan)理企(qi)業(ye)(ye)(ye)(ye)(ye)經理加以指導(dao)，這就(jiu)從(cong)根本上彌補了(le)客(ke) 觀條 件的(de)(de)不足。為(wei)學(xue)生(sheng)(sheng)提(ti)供(gong)近(jin)似(si)真實的(de)(de)施工(gong)企(qi)業(ye)(ye)(ye)(ye)(ye)經營環(huan)境(jing)，可以全(quan)面(mian)提(ti)升學(xue)生(sheng)(sheng)職(zhi)業(ye)(ye)(ye)(ye)(ye)素質，提(ti)高學(xue) 生(sheng)(sheng)就(jiu)業(ye)(ye)(ye)(ye)(ye)能(neng)(neng)(neng)力。

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